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THE   ESSENTIALS  OF 
CHILD   STUDY 


INCLUDING 


Class  Outlines,  Brief  Discussions, 

Topical   References,  and  a 

Complete  Bibliography 


BY 


George  Washington  Andrew  Luckey,  Ph.  D. 

Dean  of  the  Graduate  School  of  Education 
University  of  Nebraska 


THE  UNIVERSITY  PUBLISHING  CO. 
CHICAGO  LINCOLN 


3'?Z77 


(OPVRIOHT/  1917 
BY 

THK    UNIVERSITY   PUBLISHING  CO. 

ALL    RIGHTS    RKSKRVFI) 


tKo  JWp  CliiHirfn 

Whose  As f 'ration  and  Lives  Have  Furnished 
Much  of  the  Material  Herein  Contained 


TilE  Essentials  of  Child  Study  has  grown  out  of 
twenty-one  years'  experience  in  teaching  the 
subject  in  the  University  of  Nebraska.  It  repre- 
sents the  nucleus  of  a  three  hour  college  course  for 
one  semester  of  eighteen  weeks,  consisting  of  fifty- 
two  class  periods  of  fifty  minutes  each.  It  had  its 
beginning  in  a  series  of  class  outlines  i)repared  pri- 
marily for  college  students  having  had  the  ecpiivalent 
of  six  hours'  credit  in  biology  and  as  many  more  hours' 
credit  in  ])sychology  as  a  foundation  to  the  study.  To 
these  outlines  have  been  added  from  time  to  time  new 
material  showing  the  results  of  experimentation,  call- 
ing attention  to  important  child  study  literature,  and 
giving  in  connection  with  each  topic  such  information 
as  will  make  clear  the  essentials  in  a  course  of  child 
study. 

The  Essentials  of  Child  Study  is  used  as  a  text  in 
the  beginning  course  of  Child  Study  in  the  University 
of  Nebraska  and  covers  the  nature,  growth  and  devel- 
(jl)ment  of  the  child  from  birth  to  adolescence — in  a 
few  instances  through  adolescence.  The  thread  of 
thot  running  thru  the  whole  is  the  changing  nature 
and  intelligent  nurture  of  the  child.  It  aims  to  give 
in  a  condensed  form  the  essential  facts  that  ought  to 
be  known  by  every  student  of  childhood,  teacher,  and 
parent.  It  is  published  for  the  benefit  of  students  who 
make  such  constant  use  of  it,  and  to  supply  the  de- 
mand for  the  former  Child  Study  Outlines  from  which 
it  grew.     Other  institutions  have  used  the  Outlines  of 

3 


4  PREFACE 

Child  Study  as  a  text  and  it  is  thot  that  the  present 
Essentials  of  Child  Study  will  be  found  even  more 
serv'^eable  for  such  use,  and  of  interest  and  value  to 
both  parent  and  teacher  alike. 

The  Bibliography  has  been  prepared  w^ith  special 
care.  It  is  confined  almost  wholly  to  references  in 
English  (especially  those  covering  conditions  of  child 
life  in  the  United  States)  and  while  sufficiently  com- 
plete does  not  aim  to  be  exhaustive. 

The  Essentials  of  Child  Study  is  published  in  the 
belief  that  it  will  find  a  ready  welcome  in  many  a 
student's  library,  and  be  of  special  service  to  teachers 
and  parents  who  desire  to  become  better  acquainted 
with  the  nature  and  needs  of  children. 

G.  W.  A.  LUCKEY. 


CONTENTS 


Page 
General    References    7 

Chapter   i.     Beginning,   Nature  and   Scope  of   Child   Study 15 

Chapter  2.     The   Practical   Importance  of  Child    Study ai 

Chapter  3.     The  Child  at  Birth  and  Its  Care:     (a)  Physical  Condition; 

(b)   Reflex  Functions;    (c)    Mental  Conditions;    (d)   Care  of  Child..      26 

Chapter  4.  The  Physical  Child,  Including  Health,  Growth,  Food,  Exer- 
cise,   Rest,    Sanitation 30 

Chapter  5.  The  Nervous  System:  (a)  Brain  Growth;  (b)  Office  of 
Nervous    System     37 

Chapter  6.  The  Sense  of  Sight:  (i)  Sight  Observations;  (2)  Phys- 
ical Movements  and  Adjustments  of  the  Eyes;  Observations  Showing 
Early  Adjustment  of  the  Eyes  to  Light 41 

Chapter  7.  The  Sense  of  Sight — Continued:  (3)  Beginning  of  Con- 
scious Perception,  Observations  Showing  the  Beginning  to  Fixate 
Objects,    Early   Eye   Movements;    (4)    Perspective 45 

Chapter  8.  The  Sense  of  Sight — Continued:  (5)  Color  Discrimina- 
tion, Observations  on  Color  Discrimination 49 

Chapter     9.     The  Sense  of  Sight — Concluded:     (6)  Defective  Vision..      54 

Chapter  10.  The  Sense  of  Hearing:  Observations  Indicating  Sensi- 
tiveness to  Sound,  Beginning  of  Localization  thru  Sound,  Defects  in 
Hearing     58 

Chapter  ii.  The  Sense  of  Touch:  Observations  on  Touch,  Asso- 
ciating Visual  and  Tactile   Sensations 64 

Chapter  12.  Taste  and  Smell:  Early  Indications  of  Taste,  Observa- 
tions on  Smell 69 

Chapter  13.  Feeling:  (i)  Organic  Sensation;  (2)  Emotion;  (3) 
Fears,  Signs  of  Fear  from  Unusual  Sounds,  Quotations  Indicating 
the  Child's  Fear  of  Animals,  Strange  Objects  and  Persons,  Fear  of 
Falling,   Fear  of  the  Dark 75 

5 


CONTENTS 


Page 
Chapter    14.     A    Supplement    to    Feeling:     An    Introspective    Study    of 
Fears,  A  Plan  for  Gathering  Data  on  Children's  Fears,  A  Study  of 
Fear  in  Infants,  Facts  Obtained  from  a   Study  of  Fears 87 

Chapter  15.  Feeling — Continued:  (4)  Surprise  and  Astonishment, 
Observations  Indicating  the  Beginning  of  Surprise  and  Astonish- 
ment; (5)  Curiosity,  Indications  of  Curiosity;  (6)  Anger,  Early 
Indications  of  Anger,  Questions  for  the  Introspective  Study  of 
Anger,  Summary  of  a  Study  of  Anger,  The  Uest  Treatment  of 
Children   Subject  to   Fits  of  Passion 96 

Chapter  16.  Feeling — Concluded :  (7)  Aesthetic  Feelings;  (8)  Affec- 
tion; (9)  Sympathy,  Earliest  Indications  of  Pleasure,  Earliest  Indi- 
cations of  Pleasure — Music,  Earliest  Indications  of  Pleasure — Affec- 
tion, Indications  of  Sympathy,  Indications  of  Jealousy,  An  Outline 
for  Study,  Summary  of  a  Study  on  Affection  of  448  University 
Students     1 09 

Chapters  17-18.  Knowing:  (i)  Intellect;  (2)  Perception;  (3)  Mem- 
ory, The  Beginning  of  Intelligence,  Signs  of  Intelligence — Associa- 
tion, Observations  on  Memory,  Earliest  Memories;  (4)  Imagination, 
Records   on    Imagination 1 24 

Chapter  19.  KnovAng— Concluded:  Conception,  Judgment,  Reason- 
ing, Types  of  the  Child's  Reasoning 145 

Chapter  20.     Ideas  of  Self :     The  Use  of  Pronouns 149 

Chapters  21-23.  Willing,  The  Developincnt  of  the  Will:  (i)  Impul- 
sive Movements;  (2)  Reflex  Movements;  (3)  Instinctive  Move- 
ments,— Seizing,  Biting,  Walking;  (4)  Ideational  Movements, — 
Imitative,  Expressive,  Deliberative;  Records  of  the  Beginning  of 
Imitation,   Early   Indication  of   Will 1 52 

Chapters  24-25.     Children's    Drawings :       Plans     for     Obtaining     Data 

for    Study    165 

Chapters  26-27.  The  Beginning  of  Language:  (1)  The  Babbling  or 
Mamma  Period;  (2)  The  Beginning  of  Sound  Imitation  and  Gesture 
Language;  (3)  The  Acquisition  and  Understanding  of  Words;  (4) 
The  Stage  of   Sentence   Building 170 

Chapter  28.  Crying  and  Laughing 1 76 

Chapter  29.  Children's   Interests:     Order   of    Interest   in    Literature..  179 

Chapter  30.  Methods  of  Child    Study 185 

Chapter  3 1 .  Fatigue    191 

Chapter  32.  Moral    and    Religious    Training 196 

Chapter  33.     The   Music    Sense  of  Children  and   Its  Cultivation 202 

Index    213 


GENERAL  REFERENCES  FOR 
CHILD  STUDY 

1.  Adler,   Felix.     Moral   Instruction   of    Children,   pp.    270. 

D.  Appleton,  New  York,  1892. 

2.  Aldrich,  Thomas  B.    Story  of  a  Bad  Boy,  pp.  261.  Hough- 

ton Mifflin  Co.,  Boston,  1897. 

3.  Allen,  Witt.  H.     Civic  and  Health,  pp.  411.     Ginn  &  Co.. 

Boston,  1909. 
74.       Alport,  Frank.    The  Eye  and  Its  Care,  Philadelphia,  1896. 

pp.  174. 
*5.       Baldwin,  J.  M.     Mental  Development  of  the  Child  and 

the  Race,  pp.  496.     Macmillan,  New  York,   1906. 
*6.       Barnes,  Earl.    Studies  in  Education,  Vols,  i  and  2.     Earl 

Barnes,  Editor,  Philadelphia,  1897-1902. 
7.      Birney,  Mrs.  Theodore   W.     Childhood,  pp.  254.     F.  A. 

Stokes  Co.,  New  York,  1905. 
t8.       Burbank,   Luther.     The   Training  of  the   Human    Plant, 

pp.  99.     Century,  New  York,  1907. 
9.       Burnett,  Frances  Hodgson.     The  One   I   Knew  Best  of 

All:   A  Memory  of  the  Mind  of  a  Child,  pp.   325. 

Chas.  Scribner's  Sons,  New  York,  1893. 
10.       Canton,  William.     W.  V.,  Her  Book  and  Various  Verses, 

pp.  150.    E.  P.  Dutton,  New  York,  1912. 
n.       Carus.  Paul.     Our  Children,  pp.  207.     Open  Court  Pub. 

Co.,  Chicago,  1906. 
ti2.      Chamberlain,  A.  F.     The  Child  and  Childhood  in  Folk- 
Thought,  pp.  464.    Macmillan,  New  York,  1896. 
713.       Chamberlain,  A.  F.    The  Child  :  A  Study  in  the  Evolution 

of  Man,  pp.  498.     Chas.  Scribner's  Sons,  New  York, 

1901. 

14.  Chenery,    Susan.     As     the     Twig     is     Bent.     Houghton 

Mifflin  Co.,  New  York,   1901. 

15.  ClaparMe,   Ed.     Psychologic   de   I'Enfant    et    Pedagogic 

Experimentale,  trans,  by  Mary  Louch  and  Henry 
Holman,  pp  332.  Longmans,  Green  &  Co.  New 
York,   191 1. 

7 


?  THE  ESSENTIALS  OF  CHILD  STUDY 

*i6.  Compayrc,  G.  The  Intellectual  and  Moral  Development 
of  the  Child  (Part  I),  pp.  298. 

*!/.  Compayre,  G.  Development  of  the  Child  in  Later  In- 
fancy (Part  II),  pp.  331.  D.  Appleton,  New  York, 
1902-1909. 

fiS.  Cooke,  Joseph  Broivn,  M.  D.  The  Baby  Before  and 
After  Arrival,  pp.  239.  J.  B.  Lippincott  Co.,  Phila- 
delphia, 1916. 

19.  Cradock    Mrs^.    II.    C.     The    Training   of    Children    from 

Cradle  to  School,  pp. '91.     G.  Bell  &  Sons,  London, 
1909. 

20.  Davison,  Alviii.     The  Human  Body  and  Health.     Ameri- 

can Book  Co.,  New  York,  1908. 
t2i.      Dazvson,   G.    E.     The   Child   and   His   Religion,   pp.    124. 

Univ.  of  Chicago  Press,  Chicago,  1909. 
*22.      Dearborn,    George    V.    N.     Moto-Sensory    Development, 

Observations  on  the  First  Three  Years  of  a  Child. 

Warwick  &  York,  Inc.,  Baltimore,  1910. 
123.      Drummond,  W.  B.     The  Child,  His  Nature  and  Nurture, 

pp.  146.    J.  M.  Dent  &  Co.,  London,  1907. 
*24.       Drummond,  W.  B.     An  Introduction  to  Child   Study,  pp. 

348.     E.  Arnold,  London,  1907. 
t2S.     DuBois,  Patterson.     Beckonings  of  Little  Hands,  pp.  166. 

J.  D.  Wattles,  Philadelphia,  Pa.,  1894. 
*26.      DuBois,   Patterson.     The  Point  of  Contact,  pp.  88.    J.  D. 

Wattles,  Philadelphia,  Pa.,  1907. 

27.  Earle,  Alice  Morse,     Child  Life  in  Colonial  Days,  pp.  418. 

Macmillan,  New  York,  1899. 

28.  Earle,  Alice  Morse.     Home  Life  in  Colonial  Days,  pp.  470. 

Macmillan,  New  York,  1898. 

29.  Elu'cs,   Hcrvey.     The     Modern     Child,    pp.    246.      T.    N. 

Foulis,    15    Frederick    St.,    Edinburgh    and    London, 

1908. 
*30.       Fis'ke,  John.     The  Meaning  of  Infancy,  pp.  42.   Houghton 

Miflflin  Co.,  New  York,  1909. 
t3i.       Groszmann,  Maximilian  P.  E.     The  Career  of  the  Child, 

PP-  335-     Richard  E.  Badger,  Boston,  191 1. 
2,2.       Gurlitt,  Ludwig,    Der  Verkehr  mit  meinen  Kindern,  pp. 

194.     Concordia  deutsche  verlags-anstalt.  H.  Ehbock, 

Berlin,  1907. 


GENERAL  REFERENCES  FOR  CHILD  STUDY    9 

t33-  Guyer,  Michael  F.  Being  Well  Born,  pp.  373.  The 
Bobbs-Merrill   Co.,   Indianapolis,   1916. 

t34.  Hall,  G.  Stanley,  .\spccts  of  Child  Life  and  Edncati'jn, 
pp.  326.     Edited  by  T.  L.  Smith,  Boston,  1907. 

*3S.       Hall  G.  Stanley   (Editor").     Pedagogical  Seminary.    Vols. 

1-25. 
t36.       Hall  G.   Stanley.     Ynnth  :     Its    Education,   Rcj^inun   and 
Hygiene,  pp.  379.     D.  Appleton,  New  York,  1906. 

37.  Harrison,  Rliz.     A   Study    of    Child    Nature      from     the 

Kindergarten  Standpoint,  pp.  207.     Chicago  Kinder- 
garten College,  Chicago,  1895. 

38.  Heath,  H.  Llewellyn.     The  Infant,    the  Parent  and   the 

State;   a  Social   Study  and  Review,  pp.    191.     P.   S. 

King  &  Son,  London,  1907. 
*39.       Hogan,  Louise  E.     A  Study  of  a  Child,  pp.  219.     Harper 

Bros.,  New  York,  1898. 
t40.       Hocjan,  Louise  I:.     How  to  Feed  Children,  pp.  236.     J.  B. 

Lippincott  Co.,  Philadelphia,  1899. 
41.       Hogan,    Mrs<.    Jolin    L.     Children's    Diet    in    Home    and 

School,  pp.  176.     Henry  Coates  &  Co.,  Philadelphia. 
t42.     Holmes,  Arthur.    The  Conservation  of  tlie  Child,  pp.  345. 

J.   B.  Lippincott  Co.,  Philadelphia,   1912. 

43.  Holmes,   Arthur.     Backward     Children,     pp.     2^7.       The 

Bohbs-Merrill  Co.,  Indianapolis,  1915. 

44.  Hozvclls.  JVilliam  Dean.     A  Boy's  Town.     Harper  Bros., 

New  York. 

45.  Hunt.   Una.     Una   Mary    (The   Inner   Life  of   a   Child), 

pp    268.     Chas.    Scribner's    Sons,   New  York,    1914. 

46.  Judd,  C.   H.     Genetic   Psychology   for  Teachers,  pp.  329. 

D.  Appleton,  New  York,  1903. 
t47.      Keating,  John  M.     Maternity;  Infancy;  Childhood.    J.  P. 
Lippincott  Co.,   Philadelphia.    Important  to  mothers 
and  nurses  entrusted  with  the  early  life  of  children. 

48.  Keller,  Helen.     Story  of  My  Life.  pp.  441.     Doubleday. 

Page  &  Co.,  New  York,  1903. 

49.  Kelly,  Myra.     Little   Citizens :     The   Humors    of    School 

Life,  pp.  352.     McClure,  Phillips  &  Co.,  New  York, 
1904-1912. 

50.  Key.  Ellen.     The  Century  of  the  Child,  pp.  339.     Putnam. 

New  York,  1909. 


10  THE  ESSENTIALS  OF  CHILD  STUDY 

■1-51.  Kidd,  Dudley.  Savage  Childhciod,  a  Study  of  Kafir 
Children,  pp.  314.     A.  and  C.  Black,  London,   1906. 

T52.  King,  Irving.  The  Psychology  of  Child-Development,  pp. 
265.     Univ.  of  Chicago  Press,  Chicago,  1903. 

t53-  Kirkpatrick,  E.  A.  Fundamentals  of  Child  Study,  pp.  384. 
Macmillan,  New  York,  1908. 

54,  Kratz,  H.   E.     Studies   and   Observations   in   the    School 

Room,  pp.  220.     Educational  Publishing  Co.,  Boston, 
1907. 

55.  Kriege,  Matilda  If.     The  Child,  pp.  148.     R.  Steiger,  New 

York,  1872. 
■(•56.       Krohn,  W.  O.  (Editor).     Child  Study  Monthly,  Vols.  t-6. 

1895. 

57.  Laughlin,  Elmer  Osborn.     Johnnie :    A  Memory  of  Boy- 

hood.    The  Bobbs-Merrill  Co.,  Indianapolis,  1903. 

58.  Loti,  Pierre    (Viaud).     Romance    of    a    Child,  pp.  284. 

Rand,  AIcNally,  Chicago.  1891. 

59.  McMillan.  Margaret.     Early  Childhood.     C.   \V.  Bardeen, 

Syracuse,  New  York,  1900. 
t6o.       Major.  David  R.     First  Steps  in  Mental  Growtli,  pp.  .^60. 
Macmillan,  New  York,  1906. 

61.  Malleson,  Mrs.  F.     Notes  on  the  Early  Training  of  Chil- 

dren, pp.  129.  W.  Swan  Sonnenschein  &  Co.,  London, 
1885. 

62.  Mangold,  Geo.  B.     Child    ProblcnT-,  p]).    t,>^\ .     Macmillan, 

New  York,  1910. 

63.  Martin,   George   Madden.     Emmy    Lou :     Her    Book   and 

Heart.     Doubleday,    Page  &  Co.,  New  York,   1902. 

64.  Meyer,  Mrs.   Bertha.     Aids   to   Family   Government,   pp. 

208.     M.  L.  Holbrook  &  Co.,  New  York,  1879. 

65.  Meyer,  Mrs.  Bertha.     The  Child  Mentally  and  Physically. 

Fowler  &  Wells  Co.,  New  York. 

66.  Meynell,   Mrs.   Alice   C.     The    Children,    pp.    1,^4.      John 

Lane,  New  York,  1897. 

67.  Michelct,  Mme.  A.   M.     A   Story  of   My   Childhood,   p]). 

218.     Little,  Brown  &  Co.,  Boston,  1867. 

68.  Miller,  J.  H.  (Editor).     Northwestern  Monthly. 

69.  Monroe,     Paul     (Editor).       Cyclopedia     of     Education: 

Topics,  Child  Study  and  Child  Psycholog>'.     5  Vols. 
Macmillan,  New  York,  T911-13. 


GEXERAL  REFERENXES  FOR  CHILD  STUDY         11 


*70.       Moore,  Kathleen.     Mental    Development  of  a   Child,   pp. 
149.     Macmillan,  New  York,  1896. 

71.  Mosher,  Martha  B.     Child  Culture  in  the  Home,  pp.  240. 

Fleming  H.  Revell,  New  York,  1898. 

72.  .Jewell,  IVilliom  Welles.    The  Games  and  Songs  of  Amer- 

ican Children,  pp.  2S2.     Harper,  New  York.  1903. 
7.V       .Wewshohnc,   Arthur.     School    Hygiene,    pp.    143.      D.    C. 

Heath  &  Co.,  Boston,  1894. 
t74.       Oppenheim.  Nathan.     The   Care  of  the  Child   in    Health, 

pp.  308  (1900),  and  The  Medical  Diseases  of  Child- 
hood.   The  Macmillan  Co.,  New  York. 
*75-       Oppenheim,  Nathan.     The  Development  of  the  Child,  pp. 

296.     Macmillan,  New  York,  1898. 
fyG.       Oppenheim,    Nathan.     Mental    Growth    and    Control,    pp. 

296.     Macmillan,  New  York,  1902. 
77.       O'Shea,  M.    I'.     Linguistic    Development   and    Education, 

pp.  347.     Macmillan,  New  York,  1907. 
t78.       Peres,  B.     The  First  Three  Years  of  Childhood,  pp.  294. 

C.  W.  Bardeen,  Syracuse,  New  York,  1889. 
79.'      Phillips',  Walter  S.     Just  .\bout  a  Boy.     Duffield  &  Co., 

New  York,  1899. 
8g.       Plaisted,  Laura  L.    The  Early  Education  of  Children,  pp. 

398.     Clarendon  Press,  Oxford,  1909. 
*8i.      Prcyer,    W.     Infant   Mind    (Mental   Development   of   the 

Child),  pp.  170.     D.  Appleton,  New  York,  1893. 
*82.       Prcyer,  ]\' .     Mind  of  the  Child  (Vol.  i.     Senses  and  the 

Will,   pp.   346.     Vol.    2.     The    Development   of    the 

Intellect,  pp.  317).     D.  Appleton,  New  York,  1892. 
83.       Rankin,  Francis  H.     Hygiene  of  ChildhocHl.  pp.   140.     D. 

Appleton,  New  York,  1890. 
X4.       Richards,  Mrs.  L.  E.   (Howe).     When  I  Was  Your  Age, 

pp.  210.     Estes  and  Lauriat,  Boston,  1893. 
785.       Rozi'C,  S.  H.    The  Physical  Nature  of  the  Child,  pp.  207. 

Macmillan,  New  York,  1899-1910. 
86.       Riisisell,  E.  H.,  and  Haskell.  Ellen   M.      Child  Observa- 
tions ;  Imitation  and  Allied  Activities,  pp.  267.    D.  C. 

Heath  &  Co.,  Boston.  1896. 
+87.       Sandiford,   Peter.     The     Mental     and     Physical     Life   of 

School  Children,  pp.  346.     Longmans,  Green  &  Co., 

New  York,  1913. 


12  THE  ESSENTIALS  OF  CHILD  STUDY 

88.  Schoff,  Hannah   Kent.     The    Wayward    Child,    pp.   274. 

The  Bobbs-Merrill  Co.,  Indianapolis,  1915. 

89.  Schoh,  Fricdrick.     Die  Characterfehler  des  Kindes,  pp. 

233.     Eduard  Heinrich  Mayer,  Leipzig,   1896. 

90.  Scovil,  ElisebetJi  Robinson.     Care  of  Children,   pp.   360. 

Henry  Altemus,  Philadelphia,  1895. 

91.  Scndder,  H.   E.     Childhood   in   Literature   and    Art,    pp. 

253.     Houghton  Mifflin  Co.,  Boston,  1894. 

92.  Shaw,  E.  R.     School  Hygiene,  pp.  260.     Macmillan,  New 

York,  1901. 

93.  Shearer,    U'ni.  J.     The     Management    and     Trainirg    of 

Children,    pp.    287.      Richardson    and    Smith,    New 

York,  1904. 
*94.      Shinn,  Milicent  IV.     The  Biography  of  a  Baby,  pp.  247. 

Houghton  Mifflin  Co.,  Boston,  1900. 
t95.      Shinn,  Milicent    W.     Notes   on   the   Development   of   a 

Child.  Vols.   I   and  2,  pp.  424.     Univ.   of  California 

Studies. 

96.  Smith,  William  Hawlcy.     The  , Evolution    of    "Dodd" ;  a 

pedagogical  story,    pp.    245.    Rand,   McNally   &    Co., 
Chicago,   1884. 

97.  Soldan,   F.    Louis.     Tiedmann's    Record    of    Infant    Life, 

pp.  46.    School  Room  Classics  XIII.    C.  W.  Bardeen, 
Syracuse,  New  York,  1890. 

98.  Sforgo,  John.     The  Bitter  Cry  of  the  Children,  pp.  337. 

Macmillan,  New  York,  1906. 

99.  Stoner.  Winifred  Sackvillc.     Natural  Education,  pp.  293. 

The  Bobbs-Merrill  Co.,  Indianapolis,  1914. 
*ioo.       Sully,  James.     Studies  in  Childhood,  pp.  527.     D.  Apple- 
ton,  New  York,  1896. 
loi.       Szvift,  Edgar  James.     The  Mind  in  the  Making,  pp.  329. 

Chas.  Scribner's  Sons,  New  York,  1908. 
102.       Swift,  Edgar  James.     Learning  and  Doing,  pp.  249.    The 
Bobbs-Merrill  Co.,  Indianapolis,  1914. 
*I03.       Tanner,  Amy.    The  Child,  pp.  430.  Rand,  McNally  &  Co., 
Chicago,  1904. 
104.       Taylor,  A.   R.     The    Study   of    the   Child,    pp.   215.      D. 
Appleton,  New  York,  1898. 
ti05.       Thorndike,   Edzv.    L.     Notes    on    Child    Study,     pp.    157. 
Columbia  Univ.  Contributions  to  Philos.,  Psych.,  and 
Educa.,  June,  1901 ;  Vol.  8,  Nos.  3  &  4-     (P-  i97  ^■) 


GENERAL  REFERENCES  FOR  CHILD  STUDY   13 

io6.       Thorndike,  Edw.  L.     The    Study   of   Children,  Teachers' 

College  Record,  2:165-274. 
*I07.       Tiedemann,  F.     Record  of  Infant  Life.     C.  W.  Bardecn, 

Syracuse,  New  York,  1890. 
*io8.       Tracy  F.  and  Stimpf,  Jos'cph.     Psychology  of  Childhood, 

pp.  219.     D.  C.  Heath  &  Co.,  Boston,  1909.     (Tracy 

alone,  pp.  176.     1906.) 
ti09.       Transactions    of    the    Illinois    Society    for    Child    Stndy. 

Vols.  1-5. 
fiio.       Tucker,    Blanche.     Notes    on    the    Care    of    Babies    and 

Young  Children,  pp.  68.     Longmans,   Green   &  Co., 

New  York,  1907. 

111.  Twcddcll,    Francis.     How    to    take    Care    of    the     Baby, 

pp.  175.    The  Bobbs-Merrill  Co.,  Indianapolis,  191 5. 

112.  Tyler,    John    Mason.     Growth    and    Education,    pp.    294. 

Houghton  Mifflin  Co.,  Boston.  1907. 

113.  Ufflcman,  J.     Manual   of   the   Domestic   Hygiene  of  the 

Child,  pp.  224.     G.   P.   Putnam's   Sons,  New  York, 
1891. 

114.  Urwick,    IV.    E.     The   Child's     Mind,     Its     Growth     and 

Training,  pp.  269.     E.  Arnold,  London,  1907. 

115.  WalUn,  J.  E.  Wallace.     The  Mental  Health  of  the  School 

Child,  pp.  463.    Yale  University  Press,  New  Haven, 
1914. 

116.  Warner,    Charles    Dudley.      Being     a     Boy.      Houghton 

Mifflin  Co.,  New  York. 
*ii7.       Warner,    Francis.    The    Study    of    Children    and    Their 

School  Training,  pp.   264.     Macmillan,  New  York, 

1898. 
tii8.       Warner,  Francis.     The  Children:     How  to  Study  Them, 

pp.  108.    Frances  Hodgson,  1896. 
*iig.       Whipple,  Guy  M.     Manual  of  Mental  and  Physical  Tests, 

Part   I.     Simple   Processes,  pp.   365.     Warwich   & 

York,  Inc.,  Baltimore,  1914. 
ti20.       Whipple,  Guy  M.     Manual  of  Mental  and  Physical  Tests. 

Part  II.     Complex  Processes,  pp.  336.     Warwich  & 

York,  Inc.,  Baltimore,  1915. 

121.  White,  IVilliam  Allen.     Court  of  Boyville,  pp.  358.    Mac- 

millan, New  York,  1910. 

122.  Wiggin,    Kate     Douglas.     Children's     Rights,     pp.     235. 

Houghton  Mifflin  Co.,  Boston,  1892. 


14  THE  ESSENTIALS  OF  CHILD  STUDY 

123.  Ji'iltse,  Sarah.     Place  of  the  Story  in   Earlj-  Education, 

pp.  132.     Ginn  &  Co.,  Boston,  1892. 

124.  JVinston,  Annie  Stegcr.     Memoirs   of   a   Child,    pp.    169. 

Longmans,  Green  &  Co.,  New  York,  1903. 

125.  IP'wtcrburn,    Mrs.    Florence.     From    the    Child's    Stand- 

point, pp.  278.    The  Baker  &  Taylor  Co.,  New  York, 

1899. 
12C1.       Il'interburn,   Mrs.   Florence.     Nursery    Ethics,     pp.     241. 
The  Baker  &  Taylor  Co.,  New  York,  1899. 
-(•12/.       Rodcr,    A.    H.      (Editor.)      Journal    of    Childhood    ant' 
Adolescence.     (See  Journal  of  Adolescence.)     Vols. 
1-3- 


*A  book  worthy  to  be  added  to  a  student's  library  consisting 
of  twenty  or  more  books  on  the  Essentials  of  Child  Study. 

tTo  be  added  to  the  above  library  providing^  the  number  of 
books  can  be  increased  to  fifty  or  more. 


CHAPTER  T 

BEGINNING.  NATURE  AND  SCOPE  OF  CHILD 
STUDY 

"To  study  is  to  observe,  describe  and  think;  and  in 
studying  children  by  scientific  methods,  we  may  hope 
not  only  to  gain  useful  knowledge  as  to  methods  of 
educating  and  training  boys  and  girls,  but  also  to 
train  ourselves  to  scientific  accuracy  in  observing  and 
thinking."  Dr.  Francis  Warner.  The  (^hildren  and 
How  to  Sudy  Them.  p.  v. 

"In  every  age  the  child  has  been  cared  for,  trained, 
instructed,  watched  over  by  hygienists,  scolded  and 
lectured  by  pedagogs.  But  with  all  this  care  and  vigi- 
lance, with  all  this  worship  of  which  he  has  been 
the  object,  jjeople  seem  to  have  forgotten  until  now 
how  to  study  him.  to  observe  him  in  himself,  in  the 
humble  beginnings  of  his  intellectual  and  moral  life, 
and  psychologists  even  have  hardly  concerned  them- 
selves with  him."  G.  Compayre,  The  Intellectual 
and  Moral  Development  of  the  Child,  p.  i. 

"It  is  not  so  much  expert  training  in  psychological 
laboratories  or  elsewhere  that  teachers  and  superin- 
tendents need,  but  their  pressing  need  is  rather  to 
/overcome  the  all  too  common  adult  self-conceit  that 
presumes  to  know  what  individuals  should  be,  before 
it  knows  what  they  are.)  The  study  of  children  in- 
creases our  love  and  appreciation  of  them,  which  in 
turn  will  develop  our  ability  to  study  them  profitably." 
Dr.  Herman  T.  Lukins,  Educa.  Rev.  Feb.  iSq/. 

15 


16  THE  ESSENTIALS  OF  CHILD  STUDY 

"Whatever  success  has  attended  educational  efforts 
in  the  past  has  been  due  to  the  direct  or  indirect  study 
of  human  nature.  The  newness  of  the  movement  of 
the  last  ten  years  consists  in  the  fact  that  this  study 
has  become  self-conscious ;  that  it  concerns  itself  with 
the  individual  during  the  period  of  childhood  and 
youth  and  that  it  uses  to  some  extent  the  method  of 
modern,  inductive  science.  Child-study,  as  we  under- 
stand it,  is  not,  however,  a  pure  science  at  all.  Physi- 
ologists and  psychologists  who  look  out  from  their  lab- 
oratories and  laugh  at  our  clumsy  attempts  to  use 
their  tools,  make  the  mistake  of  thinking  that  we  are 
trying  to  do  their  work.  This  is  not  true,  tho  we  are 
trying  to  use  some  of  their  tools.  Child-study  is,  at 
present,  largely  an  applied  science.  It  is  prosecuted 
for  the  most  part  by  teachers  and  parents  who  want 
knowledge  that  can  be  used  in  the  development  of  the 
children  for  whose  future  happiness  and  usefulness 
they  are  immediately  responsible."  Prof.  Earl  Barnes, 
Studies  in  Education,  i  .-5. 

"The  importance  of  this  new  movement  it  is  hard 
to  overestimate.  It  has  brought  a  new  and  large  hope 
into  a  field  that  was  in  danger  of  lapsing,  either  to 
mere  literary  brilliancy  or  to  aridity  in  theories  of  ulti- 
mate reality,  or  in  the  massing  of  experimental  data 
on  points  not  always  selected  with  breadth,  wisdom 
and  perspective.  It  is  doing  a  work  for  the  child  at 
school  akin  to  that  of  the  reformation  for  the  religious 
life  of  the  adult,  and  the  verdicts  on  many  of  the  most 
important  questions  of  method  and  matter  for  all  edu- 
cational grades,  from  birth  to  college,  when  fully  ren- 
dered, will  be  more  or  less  final  and  will  give  education 
what  it  has  long  lacked — a  truly  scientific  basis,  and 
help  to  give  to  teachers  a  really  professional  status." 


.\.\  1  L  kh   wi)  ^5^^0PE  OF  i,!  1 1  Li ;  .>  i  l  u  i  i  - 

Dr.  G.  Stanley  Hall,  Journ.  of  Childhood  and  Adoles- 
cence, Vol.  3,  p.  50. 

"The  observation  of  mental  development  in  the 
earliest  years  naturally  falls  to  the  mother  more  than  to 
any  other  person.  But  in  order  to  initiate  mothers  into 
so  complicated  a  science  as  that  of  psychogenesis,  the 
results  already  attained  in  it  must  be  presented  to 
them  in  a  form  as  easy  of  assimilation  as  possible. 
Other  persons  also — teachers,  both  male  and  female, 
fathers,  older  brothers  and  sisters — are  to  be  induced 
to  consider  the  importance  of  the  facts  in  this  field, 
which  has  indeed  been  lying  open  for  hundreds  of 
years,  but  has  been  little  trodden,  and  is  therefore  a 
new  field."    Dr.  W.  Preyer,  in  Preface  to  Infant  Mind. 

"One  point  of  much  importance  must  be  empha- 
sized. While  breeding  can  combine  qualities  already 
present  in  the  selected  individuals,  and  nurture  can 
often  bring  such  qualities  to  fuller  development, 
^either  breeding  nor  training  can  put  in  what  is  not 
already  present.VWe  can  make  new  combinations,  but 
we  cannot  create  new  qualitiesy  Maynard  M.  Metcalf, 
Evolution  and  Man.     The  Journal  of  Heredity,  7:359. 

"Flower  in  the  crannied  wall, 
I  pluck  you  out  of  the  crannies, 
I  hold  you  here,  root  and  all,  in  my  hand, 
Little  flower — but  if  I  could  understand 
What  you  are,  root  and  all,  and  all  in  all, 
I  should  know  what  God  and  man  is." 

— Alfred  Lord  Tennyson. 

Mirrored  in  the  soul  of  every  boy  and  girl  is  the 
subconscious  life  of  the  adults  about  them.  What  we 
are  today  our  children  will  be  tomorrow.  It  is  our 
own  ideas  and  inner  life  that  are  reflected  back  to  us 
by  the  conduct  of  the  youth  about  us.    The  experien- 

2 


18  THE  ESSENTIALS  OF  CHILD  STUDY 

ces  of  the  child  in  a  large  measure  constitute  the  fruit 
of  the  man.  ('Whatsoever  a  man  soweth,  that  shall 
he  also  reap)"  \\'hen  we  know  what  the  past  life  of  an 
individual  has  been,  we  know  what  the  present  life  is. 

The  processes  of  e\  olution  are  slow  under  the  most 
favorable  circumstances,  but  higher  levels  are  reached 
and  greater  efficiency  and  truer  happiness  attained  un- 
der suitable  environments. 

What  is  Child  Study?  How  different  from  genetic 
l)sychology?  Studies  that  have  aided  in  the  move- 
ment: (a)  liiology, —  (i)  Morphology,  (2)  Embryo- 
logy; (b)  Psychology, —  (t)  Physiological,  (2)  Exper- 
imental,   (3)    (lenetic;    (c)    Pedagogy;    id)    Sociology. 

Child  study  is  the  conscious  effort  of  teachers  and 
parents  to  become  better  acquainted  with  the  nature 
and  nurture  of  the  individual.  It  may  be  defined  as 
the  study  of  the  psycho-physical  development  of  the 
individual  from  the  beginning  of  life  to  maturity.  In 
this  conscious,  scientific  phase,  (child  study  is  of  quite 
recent  origin,  scarcely  extending  farther  back  than 
1880.'  Among  the  most  prominent  early  leaders  of  the 
movement  are  :  Preyer,  Tiedemann,  Sigismund,  Kuss- 
maul,  Genzmer  in  Germany;  Darwin,  Sully,  Pollock, 
Warner  in  England;  Taine,  Perez,  Eggert,  Binet,  Com- 
payre  in  France ;  Hall,  Dewey,  Baldwin,  Barnes,  Miss 
Shinn  in  America,  not  to  mention  others  whose  work 
has  been  exceedingly  valuable  in  special  lines. 

'(The  results  of  child  study  have  changed  in  a  marked 
degree  the  methods  of  teaching  and  the  health, 
strength,  happiness,  and  worth  of  children.  There 
has  been  a  growing  tendency,  however,  to  popularize 
the  movement  thru  selfish  interests,  encouraging 
pseudo-experimentation,  and  giving  for  truth  what  is 
not  truth.     This  is  a  discourao^inc:  feature  to  be  met 


NATURE  AND  SCOPE  OF  CHILD  STUDY  19 


with  by  progressive  students  in  all  fields  of  human 
activity,  and  tends  always  to  hold  back  the  advance- 
ment of  civilization ■ 

The  child  at  birth  is  a  bundle  of  possibilities — groups 
of  uncoordinated  organs,  complexes,  impulses,  in- 
stincts,— the  result  of  nature.  These  call  for  nourish- 
ment and  may  be  developed  thru  right  nurture.  In 
the  long  run  more  depends  on  nature  than  nurture. 
No  amount  of  cultivation  can  change  tare  into  wheat, 
corn  into  oats.  The  wild  oats  of  one  generation  may 
become  the  garnered  fruit  of  the  next,  f  Under  favor- 
able environment  the  plastic  organism  develops  rapidly 
(toward  higher  levels — evolution ;  or  lower  levels — 
devolution),  but  always  in  harmonv  with  fixed  norms. 
Nothing  can  strengthen  the  teacher  more  than  a  deeper 
and  truer  understanding  of  the  individual  to  be  edu- 
cated, j 

The'  new  interest  in  the  study  of  biology  and  other 
subjects  mentioned  above  including  the  better  meth- 
ods of  approach  (microscopy,  fixing,  staining,  etc.) 
during  the  latter  half  of  the  nineteenth  century, 
greatly  stimulated  the  child  study  movement.  The 
study  of  morphology  disclosing  the  relation  existing 
between  form  and  function,  the  efifect  of  experience 
(use)  on  the  structure  of  organisms;  the  study  of 
embryology  revealing  the  close  relation  existing  be- 
tween the  different  forms  of  animal  life,  especially  in 
the  earlier  stages.  Man  in  common  with  all  other 
animals,  great  and  small,  begins  life  in  the  same  way — 
with  a  single  cell — and  seems  to  represent  in  his  devel- 
opment all  stages  of  lower  animal  life.  Growth  at  first 
is  largely  the  result  of  cell  division  and  complexity  of 
structure  is  very  rapid.  The  change  in  weight  during 
prenatal  life  is  estimated  liy  G.  Stanley  Hall,  Adoles- 


20  THE  ESSENTIALS  OF  CHILD  STUDY 

cence,  1.3,  at  nine  hundred  five  million  fold,  and  the 
total  number  of  cells  in  the  adult  human  being  is  esti- 
mated at  four  hundred  billion,  numbers  too  large  to  be 
grasped  or  appreciated  by  the  mind.  The  rapid 
changes  of  growth  and  development  during  these  early 
years  and  their  influence  in  shaping  the  character  of 
the  individual  are  not  sufficiently  appreciated. 

Show  the  distinction  between  nature  and  nurture; 
heredity  and  environment.  Is  the  teacher  compelled 
to  respect  nature?  Why?  Of  what  does  inheritance 
consist?  How  large  a  part  does  it  play  in  the  individ- 
ual's development?  Can  bad  inheritance  be  rendered 
good  thru  education?  What  is  the  meaning  of  in- 
fancy?   Of  educability? 


CHAPTER  II 

THE    PRACTICAL    IMPORTANCE    OF    CHILD 
STUDY 

(a)  To  the  student  of  educational  problems;  (b) 
to  the  parents;  (c)  to  the  teacher;  (d)  to  the  child. 

Is  the  child  an  adult  in  miniature?*  Differences 
between  the  child  and  the  adult.  The  higher  the 
organism  the  more  complex  the  psychic  activities  and 
the  more  difficult  to  understand.  iCnowledge  may  be 
increased  in  two  ways,  by  observation  and  experience ; 
by  introspection  and  reflection.  Before  we  can 
classify  we  must  gather,  before  we  can  teach  we  must 
understand.) 

Note  close  relation  existing  between  physical  and 
mental  effort;  between  healthy  ;)hysical  and  healthy 
mental  growth.  n?he  interaction  and  mutual  relation 
between  the  physical  and  psychical,  make  it  necessary 
that  teachers  and  parents  understand  the  nature  of  the 
child  in  order  to  be  effective  in  their  teachingji 

In  order  that  the  teacher  may  keep  in  touch  with 
the  'age,  she  needs  to  be  interested  in  some  living  prob- 
lem. Nothing  broadens  so  much  as  the  carrying  on 
of  original  investigation.  Such  investigation  shoul'' 
be  thoro  and  of  vital  interest  to  mankind. 


*The  answer  to  this  question  is  found  in  "The  Development  of  the 
Child"  by  Nathan  Oppenheim,  Chaps.  2  and  3.  Until  within  the  last 
twenty-five  years  nearly  all  systems  of  education  have  been  built  upon  the 
idea  that  the  child  is  an  adult  in  miniature)  In  1882  Mrs.  Harriet  Beechef 
Stowe  in  Little  Foxes,  Fault-finding,  p.  5'^  says:  "Children  .  .  .  are 
grown  people  in  miniature  and  need  as  careful  consideration  of  their  feelings 
as  any  of  us."  But  the  truth  is  that  the  child  is  different  from  the  adult  in 
almost  every  particular,  and  for  this  reason  needs  an  almost  entirely 
different  treatment.  Make  note  of  the  special  differences  for  future  appli- 
i-ation. 

21 


22  THE  ESSENTIALS  OF  CHILD  STUDY 


When  we  know  the  child,  many  of  the  difficult  prob- 
lems of  correlation,  curricula,  etc.,  will  disappear. 
When  parents  realize  the  importance  of  nourishment, 
physical  growth,  and  health  to  mental  and  moral 
vigor  and  activity,  we  will  have  a  stronger  and  hap- 
pier race  of  people.  Child  study  will  in  time  bridge 
the  gap  between  the  home  and  the  school.  What  are 
the  difficulties  in  the  study  and  the  dangers  on  account 
of  superficial  work? 

The  teacher  of  the  child  ought  to  be  a  biologist  and 
true  physician,  but  more  he  must  be  a  sympathetic 
student  of  human  nature  and  have  the  ability  to  im- 
part this  knowledge. 

REFERENCES  FOR  LESSONS  I  AND  II 

1.  Adler,  Mrs.  Felix.     Child  Study  in  the  Family.    Child  Study 

Mo.,  2:138-151. 

2.  Alleti,    IVm.   J.    G.     Child    Study  and   Religious   Education. 

Child  Study  Mo.,  2:289-293. 

3.  Baldzmn,  J.  M.     Mental  Development  in  the  Child  and  the 

Race.     Chap.  i. 

4.  Barnes,  Earl.    The  Present  and  the  Future  of  Child  Study  in 

America.     Barnes'  Studies  in  Education,  Dec.  1902,  Vol. 
2,  pp.  363-372. 

5.  Barnes,  Earl.     A  Forgotten  Student  of  Child  Study.     Paid- 

ologist,  Nov.  1901,  Vol.  3,  pp.  120-123. 

6.  Barnes,  Earl.     A  Study  Based  on  the  Children  of  a  State. 

Proc.  of  N.  E.  A.,  1903,  pp.  7S4-76i. 

7.  Bennett,  Beulah.     Value  of  Child-Study  to  the  Primary  Sun- 

day School  Teacher.    Kindergarten  Mag.,  13:259-263. 

8.  Bolton,  Frederick  E.     New  Lines  of  Attack  in  Child-Study. 

Proc.  N.  E.  A.,  1902,  pp.  703-710. 

9.  Browne-Crichton,  Sir  James.     Address   at   the   Child-Study 

Conference.     Paidologist,  Nov.  1902.    Vol.  4,  pp.  I32-I37- 
10.     Buchner,    Edward    Franklin.     Some    Characteristics    of    the 
Genetic  Method.    Psych.  Rev.,  9 :  490-507- 


REFERENCES  FOR  LESSONS  I  AND  II  23 


Ti.     Burbank,  Luther.    Train  Children  as  I  Do  Plants.    Jour,  of 
Educa.,  Boston,  68:  i4-i5- 

12.  Burnham,  Win.  H.     A   Scheme  of  Classification   for  Child- 

Study.     Per.  Scm.,  2:191-198. 

13.  Cattell,  Jas.   McKeen.     The    School    and    the    Family.      Pop. 

Sci.  Mo.,  74:84-95. 

14.  Chamberlain,  Alexander  F.     Some  Recent  Child-Study  Liter- 

ature. Per.  Scm.,  9:43-49:  A  Systematic  Plan  of  Child 
Study.  Paidologist  (Lond.),  Nov.  1901,  Vol.  3,  pp.  124- 
139- 

15.  Chopin,  H.  D.     Child   Study   in  the   Hospital.     Forum,    17: 

125-126. 

16.  Claparcde,   Lid.     Experimental    Pedagogy.     Trans,    by    Mary 

Louch  and  Henry  Holman.     Chap,  i,  Historical  Sketch. 

17.  Cravens,  Frances.     A   Plea   for  Child  Study.     Child   Study 

Mo.,  2:176-178. 

18.  Dressier,  Fletcher  B.     Development  of  an  Adequate  Course 

of  Manual  Training  for  Elementary  Grades.  Proc.  N.  E. 
A.,  1907,  766-771. 

19.  Dressier,   Fletcher  B.     Twenty-five   Years   of   Child   Study. 

Proc.  N.  E.  A.,  1907,  pp.  910-914. 

20.  Drummond,   IV.   B.     The   Cliild,   His   Nature  and   Nurture. 

Chaps.   I  and  2. 

21.  Elwes,  Hervcy.    The  Modern  Child. 

22.  Hall,   G.    Stanley.     Aspect    of    Child    Life    and     Education  : 

also  Child  Study  as  a  Basis  for  Psychology  and  Psycho- 
logical Teaching.  Add.  and  Proc.  of  the  Inter.  Congress 
of  Educa..  N.  E.  A.,   1893,  pp.  717-718. 

23.  Hall,  G.  Sta^nley.     The   Ideal   School    as    Based    on    Cliild 

Study.     Paidologist,  April,  1902.     Vol.  4,  pp.  32-38. 

24.  Hancock,  Jolm   A.     The   Ohservation     ol    School    Children. 

Per.  Sem.,  Sept.,  190 1.     Vol.  8,  pp.  291-340. 

25.  Hogan,  Louise.     Study  of  a  Child,  Introduction. 

26.  King,    Irving.      The    Psychology'    of    Child    Development. 

Chap.  I. 

27.  Kirkpatrick,  E.  A.    Fundamentals  of  Child  Study.    Chap.  I. 
28     Krohn,    W.    O.      Practical    Child    Study.      How    to    Begin 

Child  Stnd>    Mc.   1  ;  161 -176. 


24  THE  ESSENTIALS  OF  CHILD  STUDY 

29.  Loesch,   Angeline.      The    Child    Study    Department    of    the 

Chicago  PubHc  Schools.  Also  in  Proc.  N.  E.  A.,  1902, 
pp.  710-716. 

30.  Loiich,  Mary.     Some  Common   Objections  to  Child   Study. 

Paidologist,  Nov.,  1902,  Vol.  4,  pp.  137-141. 

31.  Luckey,   G.    IV.   A.     Child   Study  in   Its  Effects   Upon   the 

Teacher.     Child  Study  Mo.,   i  :  230. 

32.  Luckey,  G.  W.  A.     Practical  Lines  of  Child  Study.     Educa. 

Rev.,  14 :  340.     Also  Proc.  N.  E.  A.,  1897,  pp.  826-832. 

33.  Mangold,    Geo.    B.      Infant    Mortality    in    American    Cities. 

Annals  of  the  Amer.  Academy  of  Political  and  Social 
Science,  31 :  484-494. 

34.  Mangold,  Geo.  B.    Child  Problems.     Chaps.  1-3. 

35.  Monroe,  Will  S.     Notes  on  Child  Study  in  Europe.     Ped. 

Sem.,  8:510-514. 

36.  Morgan,  Alex.     Child    Study   in   Relation   to   the   Training 

of  Teachers.     Child  Study,  i  :65-77. 
2,7.    Morgan,  C.  Lloyd.    Child  Study.     Paidologist,  3 :  62-75. 

38.  Nicholson,    Zella    R.      Child    Study    in    the    Kindergarten. 

Child  Study  Mo.,  2  :675-684. 

39.  Noss,  Theodore  B.    What  Our  Schools  Owe  to  Child  Study. 

Proc.  N.  E.  A.,  1902,  pp.  716-719. 

40.  O'Shea,  M.  V.     Method  and  Scope  of  Child  Study.     Child 

Study  Mo.,  1 : 1 29- 1 34. 

41.  Plaisted,  Laura  L.    The  Early  Education  of  Children. 

42.  Sandiford,  Peter.    The  Mental  and  Physical  Life  of  School 

Children.    Chap.  I. 

43.  Sherrington,   Charles   Scott.      Some    Points    of    Connection 

Between  Child  Study  and  Physiology.  Paidologist, 
4:75-84- 

44.  Smedley,  Fred  W.  and  Christopher,  IV.  S.     Chicago  Report 

on  Child  Study  Investigation.  Child  Study  Mo.,  6:  1-4; 
127-140;  339-346.  First  Comprehensive  Attempts  at 
Child  Study.  Rep.  Commissioner  of  Educa.,  1901, 
1 :  709-729- 

45.  Sully,  James.     Studies  in  Childhood,  Introduction. 

46.  Tanner,  Amy  E.    The  Child,  pp.  9-14. 

47.  Terman,   L.   M.     Child    Study;    Its   Reasons    and    Promise. 

Calif.  Univ.  Chronicle,  11:145-158.     1909. 


REFERENCES  FOR  LESSONS  I  AND  II  25 

48.  Thorndikc,  Edw.   Lee.     The   Study  of  Children.     Teachers 

College  Record,  New  York,  2:165  ff-   (May,   1901). 

49.  Thorndike,  Edw.   Lee.     Notes  on   Child   Study.     Columbia 

Univ.  Contributions  to  Phiios..  Psych.,  and  Ednca.,  June 
1901.     Vol.  8,  Nos.  3-4. 

50.  Tibbcy,  T.  C.     The  Ainatcur  and  Child  Study.     Paidologist, 

4:  144-146. 

51.  Tibbey,    T.    G.      Child    Study    and    the    New    Educational 

Authorities.     Paidologist,  6:28-33. 

52.  Van  Liew,  CJias.  C.    Child  Study  as  Related  to  Instruction. 

Trans.  Illinois    Soc.  of  Child  Study.   1:9-21. 

53.  Walker,    M.    R.      Caution    in    Child    Study.      Paidologist. 

4 :  19-24  ;  84-92. 

54.  Wyss,  C.  von.     A  Study  of  Children  and  Seedlings.     Child 

Life,   1907.     9 :  67-69. 


CHAPTER  III 
THE  CHILD  AT  BIRTH  AND  ITS  CARE 

(a)  Physical  Condition.  The  form  and  contour  of 
the  body :  the  muscles,  the  vegetative  functions,  and 
motor  centers  connected  with  the  fundamental  move- 
ments are  well  developed ;  the  nerve  cells  destined  to 
form  the  central  nervous  system  are  complete  in  num- 
ber, tho  for  the  most  part  immature  and  undeveloped. 

(b)  Reflex  Functions.  Breathing  rapid,  averaging 
the  first  year  about  44  respirations  per  minute;  the 
fifth  year,  26;  in  man,  18;  rate  of  pulse  at  birth  130- 
140;  end  of  the  first  year,  120-130;  end  of  second  year, 
106;  normal  rate  in  man,  71.  Rate  of  pulse  varies  in 
different  individuals  and  with  the  kind  and  amount  of 
activity.  Other  reflex  and  instinctive  movements ; 
their  nature  and  influence  on  education. 

(c)  Mental  Conditions.  Mind  is  practically  a  blank 
until  the  senses  are  awakened  by  external  stimuli. 
However  sharp  the  first  sensations  may  seem  to  be, 
there  is  but  little  mental  clearness.  The  child  learns 
slowly  to  understand  the  causes  of  impressions.  The 
muscular  sense  is  active  and  apparently  much  pleasure 
is  derived  from  its  exercises.  Sense  of  heat  and  cold 
are  present,  as  is  also  that  of  taste.  Touch  is  vague; 
smell,  doubtful;  sight,  absent  for  the  first  few  hours; 
hearing  is  also  absent. 

(d)  Care  of  the  Child.  At  first  the  life  of  the  nor- 
mal child  consists  almost  wholly  in  eating  and  sleep- 
ing. The  amount  of  sleep  required  by  different  indi- 
viduals under  different  circumstances  varies,  but  judg- 

26 


THE  CHILIJ  A'l"  BIRTH   AXD  ITS  CARE  27 

ing-  from  the  amount  taken  by  healthy  children  under 
favorable  environments,  the  need  may  be  stated  as 
follows:  During  the  first  three  months  from  20  to  22 
hours  per  day  of  24  hours;  from  three  to  six  months. 
16  to  18  hours  per  day;  from  one  to  two  years.  14  to 
1^)  hours  per  day  ;  from  two  to  six  years,  12  to  14  hours 
per  day;  from  six  to  ten  years,  10  to  12  hours  per 
day;  from  ten  to  sixteen  years,  8  to  10  hours  per  day. 
The  growing  child  and  the  brain  worker  should  never 
have  less  than  the  latter  amount.  The  growing  child 
may  be  induced  to  overeat  but  not  oversleep.  Many 
annoyances  will  be  avoided  and  healthier  conditions 
developed  if  the  child  from  the  first,  is  accustomed  to 
habits  of  cleanliness  and  regular  hours  of  sleep,  alone 
in  the  dark.  The  evening  bedtime  should  vary  from 
six  to  eight  during  childhood ;  even  the  youth  would 
be  stronger  and  happier  if  he  went  to  bed  regularly 
not  later  than  8  -.7,0. 

The  natural  food  of  the  child  is  the  mother's  milk; 
when  this  is  not  to  be  had  other  milk  should  be  substi- 
tuted. To  the  infant  milk  is  a  perfect  food  containing 
all  the  requirements  of  a  balanced  ration  as  follows: 

Human  Milk  Cow's  Milk 

Fat    3-50%  350% 

Milk-Sugar  6.50  4.30 

Proteids     1.50  400 

Mineral  Salts 0.15  0.70 

Water 88.3S  87.00 

(Oppenheim) 

All  persons  entrusted  with  the  care  of  children 
should  be  familiar  with  dietetics.  Departments  of 
home  economics  should  give  special  attention  to  the 
care  of  children  and  the  foods  best  adapted  to  their 
needs. 


28  THE  ESSENTIALS  OF  CHILD  STUDY 

The  nervous  system  is  very  sensitive  to  impressions 
from  without,  and  habits  are  quickly  formed  which 
may  influence  beyond  repair  the  whole  after  life  of  the 
child.  The  disposition  of  the  child  may  be  greatly 
modified  by  the  environment. 

Fortunate  is  the  child  born  in  a  sensible  home  with 
not  over-indulgent  parents.  With  wholesome  food, 
cleanliness,  fresh  air,  sunshine,  rest  and  sleep  the  nor- 
mal child  is  almost  sure  to  thrive  if  left  free  to  work 
out  its  own  salvation. 

REFERENCES 

1.  Buckman,  S.  S.     Babies  and  Monkeys.     19th  Cent.,  36:727- 

743.     Pop.  Sci.  Mo.,  46:371-388. 

2.  Buckman,  S.  S.    Human  Babies — What  They  Teach.    Nature, 

62 :  226-228. 

3.  Butler,  N.   M.     The    Meaning   of   Infancy    and    Education. 

Educa.  Rev.,  13  158-75. 

4.  Chamberlain,  A.  F.     The  Child.     A  Study  in  the  Evolution 

of  Man.    Children's  Claim  Upon  Childhood,  Rep.  Comm. 

of  Educa.,  1899-1900.    Vol.  i,  pp.  810-825. 
Compayre,  G.     Intellectual  and  AToral  Development  of  Chil- 
dren, pp.  28  ff. 
Darwin,  Chas.     Biographical   Sketch  of  an   Infant.     Mind, 

2:285-294.     Also  Pop.  Sci.  Mo.,  57:197-205. 
Fiske,  John.     The  Meaning  of  Infancy.     Chap.  I. 
Growth  of  Children.     Ped.  Sem.,   1:117,  246-249,  279,  298, 

and  2:  17-18. 
Drummond,   W.   B.     The  Child;   His  Nature  and   Nurture. 

Chaps.  I  and  4. 
Hall,   G.   Stanley.     Notes   on   the   Study   of   Infants.      Ped. 

Sem.  1 :  127-138. 
Hall,  Mrs.   W.  S.     First  Five  Hundred  Days  of  a  Child's 

Life.     Child  Study  Mo.,  2:330-339. 
Hogan,  Mrs.  L.  E.     A   Study  of  a  Child,  Also  Children's 

Diet  in  Home  and  School. 

13.  Hoefding,  H.     Psychology,  pp.  3-5. 

14.  Kidd,  D.     Savage  Childhood.     Chap.  I. 


THE   CHILD   AT    BIRTH   AND   ITS   CARE  29 

15.  King,    Irving.      The     t*sychology    of    Child    Development. 

Chap.  2. 

16.  Kirkpatrick,  E.  A.     Fundamentals  of  Child  Study.     Chap.  2. 

17.  McLeish,  Mrs.  A.     Observations  on  the  Development  of  a 

Child.    Transactions  of  the  Illinois  Soc.  for  Child  Study, 
3:  109-124. 
t8.     Oppenheim,   N.     The    Development   of   the    Child.      Chaps. 
2  and  3;  also  The  Care  of  the  Child  in  Health.     Chaps. 
4-9. 

19.  Peckham,    Grace.      Infancy    in    the    City.      Pop.    Sci.    Mo., 

28:683-689. 

20.  Perez,  B.     First  Three  Years  of  Childhood,  pp.   7-13,  44. 

21.  Preyer,  W.     Mental  Development  of  the  Child,  pp.  1-15. 

22.  Preyer,  IV.     Senses  and  Will,  pp.  v-xv,  1-3,  72-77,  211,  217, 

237- 

23.  Putnam,  Dr.  Helen  C.     Birth  Registration  and  Prevention 

of   Infant  Mortality.     Proc.   Child.   Conf.  for  Research 

and  Welfare  (Clark  University).     Vol.  2,  1910,  pp.  119- 
128. 

24.  Rnbinson,    I..     Darwinism    in    the     Nursery.  igth     Cent., 

30:831-842. 

25.  Shinn,  Milicent  IV.     Notes  on  the  Development  of  a  Child. 

Vol.  I,  p.  10  ff.,  and  the  Biography  of  a  Baby.     Chaps. 
2  and  3. 

26.  Seguin,   E.     Pre-Natal    and    Infantile   Culture.      Pop.    Sci. 

Mo.,  10:38-43. 

27.  Tweddell,  Francis.    How  to  Take  Care  of  the  Baby. 


CHAPTER  IV 

THE  PHYSICAL  CHILD,  INCLUDING  HEALTH, 

GROWTH,   FOOD,   EXERCISE,  REST, 

SANITATION. 

The  average  weight  of  a  girl  at  birth  is  about  7.1 
pounds.  The  boy  is  a  few  ounces  heavier.  There 
is  usually  a  decrease  in  weight  for  the  first  few  days, 
and  then  a  rapid  increase,  which  becomes  proportion- 
ally less  each  month.  The  height  or  length  at  birth 
averages  between  19  to  20  inches  or  about  2^  inches 
in  length  to  one  pound  in  weight.  The  proportion 
changes  until  at  five  years  the  weight  in  pounds  equals 
the  height  in  inches.  Average  weight  and  height  for 
the  first  few  years  : 

Ht.  in.  Inches    Wt.  in  Pounds 

Age  M.       F.  M.      F. 

Birth  19.6    19.3  7-3      7-i 

1  year 28.5    27.6  20.5    19.8 

2  years  33.6    32.5  27.2    26.1 

3  years  36.8    35.6  33.4    32.2 

4  years  38.5    37-8  37-1    35-8 

5  years  411    40-7  4io    40.5 

Table  showing  the  average  height  and  weight  of 
45,151  American  boys  and  43,298  American  girls  ob- 
tained from  the  calculations  of  Franz  Boaz : 

Boys  Girls 

Age  Inches     Pounds  Inches     Pounds 

5-5    417         416  41-3  40.1 

6.5    43-9         45-2  43-3  43-4 

7-5    46.0         49-5      ^  45-7  475 

30 


THE  PHYSICAL  CHILD  31 


Boys  Girls 

Age  Inches     Pounds         Inches     Pounds 

8.5  48.8  54.5  47.7  52.5 

9-5  50.0  59.6  59.7  57.4 

10.5  51-9  65.4  517  62.9 

H.5  536  70.7  53-8  69.5 

12.5  55-4  76.9  56.1  78.7 

13-5  57.5  84.8  58.5  88.6 

14.5  60.0  95.2  60.4  98.8 

15.5  62.4  107.4  61.6  106.7 

16.5  64.9  121.0  62.2  112.3 

17-5  66.5  128.5  62.7  1 15.4 

18.5  67.4  134-7  62.7  1 15.0 

What  facts  of  value  to  the  teacher  have  been  ob- 
tained thro  the  physical  measurements  of  children? 
Xote  that  (a)  American  children  are  taller  than  chil- 
dren of  other  nations;  (b)  children  of  the  laboring 
classes  are  shorter  and  lighter  than  those  of  the  non- 
laboring  classes;  (c)  country  children  are  larger  than 
city  children ;  (d)  the  death  rate  of  children  is  large, 
reaching  in  some  localities  25%  during  the  first  year, 
averaging  in  United  States  14  to  16%.  The  causes 
are  chiefly  ignorance,  carelessness,  poverty,  unsani- 
tary conditions. 

The  eiTect  of  growth  on  death-rate,  disease  and 
school  work,  (i)  Responsibility  of  the  teacher  for 
the  physical  condition  of  the  children.  (2)  Low  stand- 
ards and  almost  criminal  neglect  of  physical  education. 

(3)  Why  is  the  physical  education  of  vital  importance? 

(4)  What  is  the  end  in  view? 

(The  child  is  very  different  from  the  adult  in  in- 
stincts, interests,  activities,  needs.  There  are  three 
important  periods  or  levels  of  growth  and  development 
during  childhood,  duplicated  again  in  the  same  order 
during  adolescence.     The  first  from  birth  to  two  or 


32  THE  ESSENTIALS  OF  CHILD  STUDY 

three  years  is  one  of  feeling,  sense,  and  dermal  develop- 
ment; the  second  from  three  to  eight  is  one  of  voli- 
tional, fundamental  muscular  development;  the  third 
from  eight  to  twelve  is  one  of  intellectual,  accessory- 
muscular  development.  What  kind  of  mental  food  is 
best  for  each  of  these  levels?  Is  there  danger  of  arrest/ 
thru  too  early,  or  improper  approach  of  the  subject?. 

REFERENCES  ON  THE  PHYSICAL  CHILD 

1.  Beyer,  H.  G.     The  Influence  of  Exercise  on  Growth.     Am. 

Phys.  Educa.  Rev.,  i :  76-87. 

2.  Boaz,    Franz.      Anthropological    Investigations    in    Schools. 

Ped.  Sem.,  i :  225-228. 

3.  Boas,  Franz.    Growth  of  First-Born  Children.    Sci.  (N.  S.), 

1 :  402-404. 

4.  Boas,  Franz.     The  Growth  of  Children.     Science.  19 :  256^7. 

281-2;   20:351-2;    (N.   S.)    5:570-3;    (N.   S.)    1:225-30. 
Report  of  U.  S.  Comm.  Educa.,  1904,  Vol.  i,  25-132. 

5.  Bobbitt,  John  F.    The  Growth  of  Philippine  Children.     Ped. 

Sem.,  16:137-168. 

6.  Burk,  F.     Growth  of  Children  in  Height  and  Weight.     Am. 

Jour.  Psyjcli^_9J^63-326. 

7.  Buf'k',  F.     Physical  Measurements.     Northw.  Mo.,  8:586-88. 

8.  Burks,  Jesse  D.     The  Health  of   School  Children.     Proc. 

Child  Conf.   for  Research  and  Welfare    (Clark  Univ.), 
Vol.  2.  1910,  pp.  138-141. 

9.  Channing,    Walter.      Importance    of    Physical    Training    in 

Childhood.    Educa.  Rev.,  10:262-272. 

10.  Christopher,  IV.  S.    Child  Study  in  Chicago  Public  Schools. 

Child  Study  Mo.,  6:  127-140  (Oct.,  1900). 

11.  Christopher,    W.   S.     Report   of   Child-Study   Investigation. 

Annual  Rep.  of  Board  of  Educa.  of  Chicago,  1898-1899, 
pp.  27-79- 

12.  Christopher,  IV.  S.    Three  Crises  in  Child  Life.    Child  Study 

Mo.,  3 :  324-335- 

13.  Clouston,  T.  S.     Neurosis  of  Development,  etc.,  pp.  7-9. 

14.  Curtis,  Henry  S.     The  Duty  of  the  Community  to  School 

Children.     Proc.  Child  Conf.  for  Research  and  Welfare 
(Clark  Univ.),  Vol.  2,  pp.  178-182. 


THK   PHYSICAL   CHILD  33 

15.  Davison,  Alvin.    The  Human  Body  and  Health. 

16.  Donaldson,  H.  H.    Growth  of  the  Brain,  pp.  51-80. 

17.  Drummond,  IV.  B.    An  Introduction  to  Child  Study.    Chaps. 

7  and  8. 

18.  Eaton,   Amasa   M.     Vital    Statistics    in    the    United    States. 

Proc.    Child    Conf.    for    Research    and    Welfare    (Clark 
Univ.),  Vol.  2,  1910,  pp.  284-286. 

19.  Farrand,  Lii'ingston.     Our   Duty  to  the  Tuberculosis  Child. 

Proc.  of  Child  Conf.  for  Research  and  Welfare  (Clark 
Univ.),  Vol.  2,  1910,  pp.  183-186. 

20.  Gilbert,  J.  A.    Researches  on  the  Mental  and  Physical  Devel- 

opment of  School  Children.     Studies  from  Yale  Psych. 
Lab.,  1.894,  2:40-100. 

21.  Growth  of  Children.     Science,  11:28. 

22.  Hall,   IV.  S.     First  Five  Hundred  Days  of  a  Child's  Life. 

Child  Study  Mo.,  pp.  332-342. 

23.  Hall,  G.  Stanley.    Adolescence.    Vol.  i,  Chap,  i. 

24.  Hancock,  John  A.    Work  and  Play.     Education,  25:257-268. 

25.  Hastings,    IV.    W.      Anthropometric    Studies    in    Nebraska. 

Am.    Phys.   Educa.  Rev.,  5:53-66;   also  Proc.   N.   E.   A., 
1899,  PP-  1076-1084. 

26.  Hudson,  G.  H.     Phenomena  of  Child  Growth  in  Education. 

Educa.,  14:  466-477. 

27.  Kerr,   Jas.      Psychological    Variations    in    Children.      Child 

Study,  2  :  65-82.     Oct.,  1909. 

28.  Key,  Alex.     Schulhygienische  Untersuchungen,  p.  i  fif. 

29.  Kirkpatrick,  P..  A.     Fundamentals  of  Child  Study,  pp.  I5-I9- 

30.  Kraepelin.  Emil.     Measure  of  Mental  Capacity  in  Children. 

Pop.  Sci.  Mo.,  49:756-63.     Pub.  Opin.,  2:529. 

31.  Lee,    Joseph.      Open    Air    Rooms    in    the    Boston    Schools. 

Proc.  of  Child  Conf.  for  Research  and  Welfare  (Clark 
Univ.),  Vol.  2,  1910,  pp.  187-191. 

32.  LeGrange,   M.    F.      Physical   Training  of    Young   Children. 

Pop.  Sci.  Mo..  34:449-54- 
T^^.     McXamara,  T.  J.     Physical  Condition  of  the  Working-Class 
Children.     19th  Cent.,  56  :  307-3"- 

34.  Marzoedel,  Emma.     Conscious  Motherhood,  pp.  334-340. 

35.  Opdcri.  J.     Lnws  of  Humnn  Growth.     Educa..   i2:207--;i2. 

36.  Oppenhcim,    NcUhan.      The    Recognition    of    the    Physical 

Development  of  the   Child  in  the  Training  of  Kinder- 
gartners.     Proc.  N.  E.  A.,  1905,  344-346- 
3 


34  THE  ESSENTIALS  OF  CHILD  STUDY 

T,y.     O'Shea,  M.  V.    The  Relation  of  Physical  Training  to  Mental 
Activity.     Amer.  Phys.  Educa.  Rev.,  9:28-35. 

38.  Parsons,  Bell  Ranger.    Physical  Training  by  Means  of  Play. 

School  Journal,  N.  Y.,  69 :  520-522. 

39.  Pearson,  K.     Dilettanteism   and   Statistics — A   Criticism  on 

the  Growth  of  St.  Louis  School  Children.  Nature, 
51  :  145-6. 

40.  Porter.    ]]'.    T.     Growth    of    St.    Louis    Children.     Transac- 

tions of  the  Academy  of  Science,  of  St.  Louis,  Vol.  VI, 
No.  12,  also  Am.  Statist.  Assn.,  4:28-34. 

41.  Porter,   W.    T.     Application  to  Individual   School  Children 

of  Anthropological  Measurements  from  the  Generalizing 
Method.    Am.  Statist.  Assn.,  3  :  576-587. 

42.  Porter,  W.  T.    Anthropometrical  Measurements  in  Schools. 

Educa.  Rev.,  11 :  126-133. 

43.  Porter,  W.  T.     The  Physical  Basis  of  Precocity  and  Dull- 

ness. Am.  Phys.  Educa.  Rev.,  2:155-175;  also  in  the 
Transactions  of  the  Academy  of  Science,  St.  Louis. 
6:  161-181. 

44.  Prior,  Mary  D.    Notes  on  the  First  Three  Years  of  a  Child. 

Ped.  Sem.,  3  ■-339-341  • 

45.  Rankin,  Francis  H.     Hygiene  of  Childhood,  pp.  11-17,  I37- 

140. 

46.  Reid,  G.  W.     Relation  of  the  Physical  Nature  of  the  Child 

to  His  Mental  and  Moral  Development.  Proc.  of  N.  E. 
A.,  1907,  305-7. 

47.  Robinson,  L.     Darwinism  in   the   Nursery.     Pop.   Sci.   Mo., 

19th  Cent.,  30:831-842. 

48.  Robinson.  L.    The  Primitive  Child.     N.  Am.  Rev.,  159:467- 

478. 

49.  Rowe,  Stuart  H.    The  Child's  Physical  Development.    School 

Jour..  N.  Y.,  71 :  125. 

50.  Rowe,  Stuart  H.     The  School  and  the  Child's  Physical  De- 

velopment. Proc.  N.  E.  A.,  1905,  742-749-  Also  in  Jour. 
Educa.,  Boston,  63:116-117. 

51.  Roive,  S.  H.     Physical  Nature  of  the  Child.     Chap.  12.    Also 

see  Index. 

52.  Sandiford,  Peter.    The  Mental  and  Physical  Life  of  School 

53.  Stoner,  Mrs.   Winifred  S.     Natural  Education,  pp.  245-257. 

Children.     Chap.  2. 


THE   PHYSICAL  CHILD  35 

54.  Tanner,  Amy  E.    The  Child.     Chap.  2. 

55.  Tyler,  J.  M.     Study  of  Growth  in  Children.     Proc.  of  N.  E. 

A.,  1908,  913-916. 

56.  Waller,  Jessie   O.     Mental  and   Physical  Training  of  Chil- 

dren.    Pop.   Sci.   Mo.,  36:213-222. 

57.  Warner,  F.     Mental   and   Physical   Conditions  of   Children. 

Jour.  Statis.  Soc.  of  London,  59 :  125-162. 

58.  Warner,  F.     Study  of  Children.     Pages  6,  16,  27,  60. 

59.  West,  G.  M.    Growth  of  the  Human  Body.     Educa.  Rev., 

12 :  284-289. 

60.  Zeitschrift  fur  Schulgesundheitspflege. 

61.  Northwestern  Monthly  (Physical  Child  Number),  July,  1897, 

8:    I  flF. 


CHAPTER  V 
THE  NERVOUS  SYSTEM 

(a)  Brain  growth.  The  relation  of  size,  weight,  con- 
vokition  and  density  of  the  brain  to  intelligence. 

According  to  Leiiret  the  ratio  of  brain  weight  to 
body  weight  increases  as  we  ascend  the  animal  scale. 
Beginning  with  the  fishes  the  proportion  of  brain  to 
body  is  i  to  5668;  in  reptiles  i  to  132 1 ;  in  birds  i  to 
212;  in  mammals  i  to  186;  in  man  1  to  36.  But  there 
are  some  notable  exceptions  to  the  rule,  as  follows : 
the  brain  weight  to  body  weight  in  the  field-mouse 
is  I  to  31;  marmoset  i  to  22;  canary  and  linnet  i  to 
20;  blueheaded  tit  i  to  12;  the  child  at  birth  i  to  6; 
at  ten  i  to  14;  at  twenty  i  to  30.  Primitive  animals, 
as  the  dinosaurs,  had  immense  bodii<es  but  small  brains. 
Usually  the  convolutions  increase  in  both  convexity 
and  number  as  we  ascend  the  andmal  scale;  texture 
and  specific  gravity  may  indicate  i'.ntelligence. 

At  birth  the  brain  weighs  about;  382  grams  and  dif- 
fers but  little  in  the  sexes.  It  has  reached  one-fourth 
of  its  maximum  weight,  while  th«e  body  has  reached 
only  about  one-twentieth  of  its  ma>:imum  weight.  At 
the  end  of  the  first  year  the  brain  vi^eighs  2>4  times  as 
much  as  at  birth,  or  nearly  tv^o-thirds  of  the  adult 
brain.  After  birth  a  boy's  brain  grows  more  rapidly 
than  that  of  a  girl  until  the  age  of  14,  when,  accord- 
ing to  Vierodt,  the  girl's  brain  surpasses  the  boy's 
for  a  time.  The  brain  reaches  its  tp^aximum  weight 
in  a  girl  at  about  14  and  in  th<?  boy  two  years  later. 

Z6 


THE  NERVOUS  SYSTEM  37 

However,  there  may  be  a  slight  increase  in  brain 
weight  until  forty. 

According  to  Kaes  and  Vulpius  there  is  a  rapid  in- 
crease of  the  middle  layer  (highest  level  of  Jackson) 
including  the  tangential  fibers  connecting  different 
parts  of  the  cortex  between  i8  and  38  or  even  50.  It 
is  now  that  the  developing  tangential  fibers  become 
mcdullatcd  or  take  on  the  myelin  sheath.  These 
fil)ers  and  the  associative  cells  which  they  connect  are 
probably  concerned  with  higher  intelligence  (Flech- 
sig)  and  enable  the  normal  individual  to  become  in- 
terested in  abstract  reasoning,  science,  higher  analytic 
and  synthetic  processes,  moral  and  esthetic  judg- 
ments. 

The  brain,  like  the  body,  has  periods  of  growth  and 
periods  of  rest.  A  notable  period  of  rest  occurs  at 
iniberty.  The  increase  in  brain  weight  after  birth  is 
not  due  to  increase  in  nerve  cells,  but  to  an  increase 
in  the  size  of  these  cells.  At  birth  many  of  these 
cells  are  immature  and  undeveloped.  They  do  not 
all  develop  at  once,  but  follow  a  certain  definite  order. 
The  cells  controlling  the  vegetative  functions  and  the 
fundamental  movements  attain  their  normal  activity 
first;  then  those  controlling  the  fundamental  muscles 
and  coarser  sense  discriminations,  and  later  the  acces- 
sory muscles  and  finer  sense  discriminations.  Of  what 
educational  significance  are  these  facts? 

Nerve  cells  decrease  in  size  during  work  (I lodge), 
while  muscles  grow  during  exercises,  and  lose  bulk 
during  subsequent  rest  (Parks,  Bains'  Logic,  Bk. 
Ill,  Chap,  evil  I,  note  6).     Account  for  this. 

(b)  Office  of  the  nervous  system.  For  convenience, 
the  different  groups  of  nerve  cells  may  be  divided  into 
(i)  The  sensory  group,  whose  function  is  to  convey 


38 THE  ESSENTIALS  OF  CHILD  STUDY 

different  impulses  to  the  great  central  nerve  mass.  (2) 
The  distributive  (associative  group),  v^hose  function 
is  to  take  up  and  convey  the  different  impulses  to  the 
third,  or  (3)  Motor  group,  which  completes  the  circuit 
by  conveying  the  impulses  to  the  organs  of  expression. 
The  first  and  third  groups  differ  but  little  in  higher 
animals  and  in  man.  It  is  with  the  central  group  that 
the  greatest  differences  occur.  The  function  of  this 
group  of  nerve  cells  is  to  serve  the  higher  intelligence, 
judgment,  reason,  aesthetics,  ethics  and  constructive 
thinking.  In  this  group  the  brain  of  the  man  of  38  is 
twice  as  rich  as  the  boy  of  18  (Kaes).  The  office  of 
the  nervous  system  is  to  create,  conserve  and  dis- 
tribute nerve-force  or  energy.  The  nerve  cells  must 
depend  for  their  surplus  energy  upon  physical  health 
and  nutrition.  The  child's  efficiency  depends  upon  the 
amount  of  available  nervous  energy  and  his  wisdom 
in  using  it.  Why  is  it  important  to  know  the  order  of 
development  and  the  nascent  periods  of  individual 
growth  ? 

REFERENCES 

1.  Anatomy,   Physiology  and  Diseases  of  the  Brain.     Science, 

5:258-260;  7:359-360. 

2.  Arrowsmith,    John.     Brain     Development     Through     Play. 

Paidologist,  9 :  52-64. 

3.  Baldwin,  J.  M.    Maudsley  on  the  Double  Brain.     Mind,  14: 

545-550. 

4.  Baldwin,  J.  M.     Mental  Development  in  the  Child  and  the 

Race:  also  a  Review  of  the  Same.     Child  Study  Mo., 
1 :  191-192. 

5.  Boaz,    Franz.    Anthropological    Investigation     in     Schools. 

Ped.  Sem.,  i :  225-228. 

6.  Boileau,  J.  P.  H.    Brain  Weight  and  Brain  Pov*^er.     Pop. 

Sci.  Mo.,  22:  172-174.     Brain  Growth  and  Body  Growth. 
Science,  10: 172-173. 


THE  NERVOUS  SYSTEM  39 


7.  Burk,  Frederick.     From   Fundamental   to   Accessory   in   the 

Development  of  the  Nervous  System.  Ped.  Sem.,  6:  2-64; 
also  a  digest  of  Rep.  Comm.  of  Educa.,  1900-1910,  Vol. 
I,  327-344- 

8.  Burnham,  W.  H.     Outlines  of  School  Hygiene.     Ped.  Sem., 

2:9-18. 

9.  Clarke,  Ediv.  H.     The  Building  of  a  Brain. 

10.  Clousten,  T.  S.     What  the  Brain  Has  to  Do  in  Youth  Be- 

sides "Getting  Educated."     Child  Study  Mo.,  5:417-424. 

11.  Donaldson,  H.  H.     The  Growth  of  the  Brain,  pp.   103-105, 

336-345 ;  also  Education  of  the  Nervous  System.  Educa. 
Rev.,  9:  105-121  ;  Growth  in  Relation  to  Training.  Trans, 
of  Illinois  Soc.  of  Child  Study,  1  :59-63- 

12.  Drummond,   IV.   B.     The  Child:   His  Nature  and   Nurture, 

p.  56. 

13.  Ferguson,  John.    The  Care  of  the  Nervous  System  and  Its 

Relation  to  Education.     Pop.  Sci.  Mo.,  47 :  528-538. 

14.  Ferrier,  David.     The  Functions  of  the  Brain. 

15.  Gilbert,  J.  A.    Research  on  the  Mental  and  Physical  Devel- 

opment of  School  Children.     Studies  from  Yale  Psych. 
Laboratory,  1894,  2:40-100. 
t6.     Gilbert,  J.   A.     Relation   of    Physical   and   Mental   Growth. 
Child  Study  Mo.,  i :  222. 

17.  Hall,   G.   Stanley.     Growth   of  the   Brain.     Adolescence,    i : 

105-112. 

18.  Halleck,  R.  P.     Laws  of  Cerebral  Development  and  Modi- 

fication of  Child  Study.     Proc.  N.  E.  A.,  1897,  pp.  833- 

843. 

19.  Hodge,  C.  P.     Some  Effects  of  Electrically  Stinuilating  Gan- 

glion Cells.     Amer.  Jour,  of  Psych.,  2 :  376-402. 

20.  Hodge,  C.  F.     Process  of  Recovery  from  the  Fatigue  Occa- 

sioned by  the  Electrical  Stimulation  of  the  Cells  of  the 
Spinal  Ganglia.     Am.  Jour.  Psych.,  3 :  530-543- 
2T.    Hyslop,   Theo.   B.     Brain   Fag  in   Children.     Jour,   of    Pre- 
ventative Med.,  13 :  603-612. 

22.  Kidd,  D.    Savage  Childhood  (The  Dawn  of  Self-Conscious- 

ness).    Chap.  2. 

23.  Kirkpatrick,  E.  A.    Fundamentals  of  Child  Study,  p.  19. 

24.  Krohn,   Wm.   0.     Physical   Education   and   Brain   Building. 

Proc.  N.  E.  A.,   1903,  pp.  818-823. 


40  THE  ESSENTIALS  OF  CHILD  STUDY 

25.  Macnamara,  N.  C.     The  Human  Brain  in  Relation  to  Edu- 

cation.    Westminster  Review,  154:634-640. 

26.  Martin,  E.  S.     Mind  of  the  Child.     Harper,  114:70-76. 

27.  Mcrcicr,  Clias.     The  Nervous  System  and  the  Mind. 

28.  O'Shea,  M.  V.    Encouraging  the  Mental  Powers  of  the  Child. 

Cosmop.,  28:358-362. 

29.  Porter,    W.    T.      On    the    .\pplication    to    Individual    School 

Children  of  the  Mean  Values  Derived  from  Anthro- 
pometrical  Measurements  by  the  Generalizing  Method. 
Am.  Statis.  Assn.   (Boston),  3:576-587. 

30.  Pozi'cr,  M.  A.     About  the  Minds  of  Little  Children.  Educa., 

6 :  26-34. 

31.  Preyer,    W.     Mental    Development    of    the    Child     (Infant 

Mind),  p.  9. 
22.     Preyer,  IV.     The  Development  of  the  Intellect,  p.  272. 
3^.    Sandiford,  Peter.     The  Mental  and  Physical  Life  of  School 

Children,  pp.  81-107. 

34.  Scribner,  G.  H.     Brain  Development  as  Related  to  Evolution. 

Pop.  Sci.  Mo.,  46:525-538- 

35.  Shinn,  Miliccnt   W.     Notes  on  the  Development  of  a  Child. 

36.  Sinvms,  J.     Brain  Weights,  Human.     Pop.  Sci.  Mo.,  31 :  355- 

359- 

2,7.     Spitzka,  E.  A.     The  Brain  Weight  of  Japanese.     Sci.  n.  s., 

18:371-373- 

38.  Tanner,  Amy  E.     The  Child,  pp.  276,  ff. 

39.  The  Mental  Condition  of  Babies.     Cornhill,  7 :  649-656. 

40.  The  Size  of  the  Brains  in   Men  and  Women.     Cornhill,  7: 

276-278. 

41.  Warner,  Francis.     The  Study  of  Children,  pp.  33-51.     Men- 

tal Faculty,  pp.  33-50. 

42.  Waterman,  Jr.,  R.     Anthropometric  Statistics.      Am.  Statis- 

tical Assn.   (Boston),  2:443-444. 

43.  Whiiaker,  J.  R.     Anatomy  of  the  Brain  and  Spinal  Cord. 


CHAPTER  VI 

THE    SENSE    OF    SIGHT 

The  child  at  birth  cannot  see,  hear  or  smell.  Touch, 
including  temperature,  sense,  taste,  and  the  muscular 
sense,  are  more  or  less  responsive  to  the  proper  stimuli. 

It  is  essential  to  effective  teaching  that  the  teacher 
become  familiar  with  the  anatomy,  physiology,  and 
hygiene  of  the  sense  organs  and  their  relation  to 
mental  development.  This  is  especially  true  of  the 
eye  and  ear,  the  two  sense  organs  that  have  the 
most  to  do  with  public  education.  Students  who  have 
not  made  an  extended  study  of  the  eye  and  ear  should 
do  so  before  proceeding  further  with  the  course. 

(i).  Sight  observations  indicate  that  the  child  is 
sensitive  to  light  soon  after  birth.  This  is  shown  by 
slight  contractions  of  the  pupil,  and  later  by  turning 
the  head  toward  the  light ;  also  by  slightly  opening  or 
closing  the  eyes  to  approaching  or  receding  light. 
The  ability  to  see  objects  occurs  much  later.  A  light 
so  bright  as  to  be  painful  to  the  child  on  first  awaken- 
ing may  be  borne  later  without  any  signs  of  pain. 
Note  the  accounts  of  early  sensitiveness  to  light,  and 
some  of  the  early  purposive  eye  movements.  How  do 
these  agree? 

(2).  Physical  movements  and  adjustments  of  the 
eyes.  From  the  first  the  pupil  accommodates  itself  to 
the  brightness  of  the  light  by  contracting  and  expand- 
ing.    Both  pupils  contract  when  light  affects  one.    At 

41 


42  THE  ESSENTIALS  OF  CHILD  STUDY 

first  many  of  the  eye  movements  are  unsymmetrical. 
The  look  may  be  directed  downward  while  the  lids 
are  beino-  raised,  or  one  eye  may  follow  a  moving 
object  without  the  other.  The  eyes  of  the  infant  close 
reflexively  from  the  first  when  the  conjunctiva,  the 
cornea,  or  even  the  lashes  are  touched,  but  winking 
as  the  result  of  a  suddenly  approaching  object  does 
not  occur  according  to  Preyer  until  the  close  of  the 
second  month.  Does  this  indicate  that  touch  pre- 
cedes sight?  What  must  be  the  physiological  process 
in  the  child  when  differing  intensities  of  light  produce 
changed  expressions?  What  eye  movements  may  be 
considered  inborn,  and  what  acquired?  Account  for 
the  contracting  and  expanding  of  both  pupils  of  the 
eves  of  the  infant  when  only  one  is  stimulated. 


OBSERVATIONS  SHOWING  EARLY  SENSITIVENESS 
TO  LIGHT 

1.  "During  the  first  day  the  child's  eyebrows  were 
contracted  when  a  strong  light  was  thrown  upon 
the  eyes  even  tho  they  were  closed."  Winifred 
Hall,  Child  Study  Monthly,  2  :458. 

2.  "Long  before  the  close  of  the  first  day  the  child's 
expression,  as  he  was  held  with  his  face  toward 
the  window,  became  suddenly  different  when  I 
shaded  his  eyes  with  my  hand."  W.  Preyer,  The 
Mind  of  the  Child.     Part  i  :2. 

3.  "On  the  second  day  the  eyes  closed  quickly  when 
a  candle  was  brought  near  them."    Ibid,  i  :3. 

4.  "The  eyes  close  (reaction  time  one  second)  from  a 
sudden  bright  light  in  the  eyes" — sixth  day.  Geo. 
Van  Ness  Dearborn,  Moto-Sensory  Develop- 
ment, page  5. 

5.  "The  eyes  were  fixed  on  a  candle  when  a  week 
old."    Champneys,  Mind,  6:  105. 


THE  SENSE  OF  SIGHT  43 

6.  "The  eyes  of  a  newborn  child  open  by  preference 
at  twilight  and  in  the  evening."  Epinas,  quoted  by 
Compayre  in  The  Intellectual  and  Moral  iJevel- 
opment  of  the  Child,  Part  i,  p.  99. 

7.  "'The  second  day,  the  child  likes  darkness  better 
than  light;  he  does  not  open  his  eyes  except  when 
in  darkness."    Cuiget-ibid,  p.   100. 

EARLY    ADJUSTMENTS    OF   THE   EYES   TO    LIGHT 

1.  "The  eyes  opened  gradually  within  a  few  minutes 
after  birth  and  were  perfectly  coordinated  from 
the  first."  Dearborn,  Moto-Sensory  Development, 
p.  I. 

2.  "C's  father  noticed  on  the  second  day  that  a  good 
deal  of  ocular  movement  was  forthcoming."  Jas. 
Sully,  Studies  of  Childhood,  page  401. 

3.  "At  seventy-five  hours  (the  fourth  day)  his  eyes 
were  \vk\&  open  and  turned  from  one  object  to  an- 
other. The  eyes  were  not  in  focus."  Kathleen 
Moore,  Mental  Development  of  a  Child,  page  45. 

4.  "On  the  ninth  day,  the  left  eye  opens  somewhat 
more  slowly  than  the  right."  Dearborn,  Moto- 
Sensory  Development,  p.  7. 

5.  "It  was  on  the  twenty-third  day  of  his  life  that 
my  child  who  w^as  gazing  at  the  candle  burning 
steadily  at  the  distance  of  one  metre  before  him, 
turned  both  eyes  to  the  left  when  I  moved  the 
candle  to  the  left  and  to  the  right  when  the  candle 
was  moved  to  the  right."  Preyer,  The  Mind  of  the 
Child,  page  43. 

6.  On  the  fifty-second  day,  "L.  seems  to  be  trying  to 
move  her  eyes,  for  she  looks  into  her  mother's  face 
and  is  badly  cross-eyed  at  these  times,  which 
is  something  entirely  new  w'ith  her."  Dearborn, 
Moto-Sensory  Development,  page  21. 

7.  "On  the  fifty-seventh  and  fifty-eighth  days,  I  no- 
ticed for  the  first  time  that  winking  made  its  ap- 
pearance, occurring  when  I  put  my  head  quickly 
near  the  child's  face."  Preyer,  The  Mind  of  the 
Child,  page  26. 


44  THE  ESSENTIALS  OF  CHILD  STUDY 


8.  "When  he  had  attained  the  age  of  three  months, 
non-co-ordinated  movements  of  the  eyes  were  no 
longer  to  be  observed."  Preyer,  The  Mind  of  the 
Child,  page  37. 

REFERENCES 

1.  Black,   J.    S.     Education    of    the    Physical    Senses.     Educa., 

16:68-77. 

2.  Chrisman,  Oscar.     Sight  and  Hearing  in  Relation  to  Edu- 

cation.    Proc.  N.  E.  A.,  1904,  pp.  939-946. 

3.  Compayre,  G.     Intellectual  and  Moral  Development  of  the 

Child.     Chap.  III. 

4.  Hall,  Mrs.    W.   S.     First   Five   Hundred   Days   of   a  Child. 

Child'  Study  Mo.,  2  :  45^465- 

5.  Kidd,   D.      Savage    Childhood    (The    Development    of    the 

Faculties).     Chap.  4. 

6.  Le  Conte,  John  L.     Evidence  of  the  Senses.     No.  Am.  Rev., 

140:85-96. 

7.  Lovett,  R.  W.     The  Development  of  the  Senses.     Pop.  Sci. 

Mo.,  21 :  34-37. 

8.  Lubbock,   J.      Problematical    Organs    of    Sense.      Pop.    Sci. 

Mo.,   34:  101-107. 

9.  Oppenheim,  N.     Origin  of  the  Senses.     Sat.  Rev.,  81 :  471- 

472.     Development  of  the  Child,  p.  61. 

10.  Perez,  B.     First  Three  Years  of  Childhood,  pp.  40-41. 

11.  Preyer,  IV.     Mental  Development  of  the  Child;  Also  Infant 

Mind,  pp.    1-15. 

12.  Preyer,  IV.     The  Mind  of  the  Child   (Part  I,  The   Senses 

and  the  Will,  p.  i  ff). 

13.  Sandiford,  Peter.    The  Mental  and  Physical  Life  of  School 

Children,  pp.   108-123. 

14.  Shinn,  Milicent  W.     Notes  on  the  Development  of  a  Child, 

pp.  10-56. 

15.  Shinn,  Milicent  W.     Comparative  Importance  of  the  Senses 

in  Infancy.     Northwr.  Mo.,  8:544-547. 

16.  Shinn,  Milicent  IV.    The  Biography  of  a  Baby,  Chap.  3- 

17.  Tanner,  Amy  E.     The  Child,  pp.  69  ff. 

18.  Tracy,  F.     Psychology  of  Childhood,  pp.   1-8;  7th   Ed.,  pp. 

1-6. 

19.  Warner,  FraHcis.     Study  of  Children,  p.  128. 


CHAPTER  VII 
THE   SENSE   OF    SIGHT— Continued. 

(3)  Beginning  of  Conscious  Perception.  To  fixate 
an  object  the  child  must  have  control  over  some  of 
the  muscles  of  the  head  and  eyes.  Evidently  fixation 
does  not  occur  before  the  tenth  day.  Preyer,  Raehl- 
man,  Witewski.  From  the  first  the  fovea  is  the  most 
sensitive  part  of  the  retina  and  the  eyes  or  even  the 
head  may  turn  so  as  to  bring  the  direct  rays  of  light 
upon  it. 

At  first  the  infant  simply  stares  passively  in  the 
direction  of  the  bright  object  with  no  volitional  effort, 
but  after  the  first  few  weeks  it  becomes  able  grad- 
ually to  fixate  objects  and  to  turn  from  one  object 
to  another,  then  to  follow  slowly  moving  objects. 
This  requires  considerable  co-ordination  of  movements 
and  is  generally  noticed  first  about  the  fifth  or  sixth 
week.  A  little  later  the  child  has  changed  from 
simply  looking  at  objects  to  the  observation  of  ob- 
jects and  the  active  searching  for  them.  Raehlman 
points  out  two  specially  important  periods  in  this 
development,  one  at  about  the  end  of  the  fifth  week 
when  the  child  begins  to  fixate  objects  in  the  direct 
line  of  vision,  co-ordinating  the  eye  and  lid  move- 
ments ;  the  other  at  the  end  of  the  fifth  month,  when 
the  child  first  seems  to  be  attracted  by  objects  on  the 
periphery  of  the  field  of  vision.  The  latter  period 
serves  especially   for  development   of  the   powers  of 

45 


46  THE  ESSENTIALS  OF  CHILD  STUDY 

observation  and  the  association  of  visual  and  tactile 
sensations. 

OBSERVATIONS   SHOWING  THE  BEGINNING  TO 
FIXATE    OBJECTS 

1.  "Again  on  the  eleventh  day,  the  child  seemed  to 
be  much  pleased  by  a  candle  burning  before  him 
at  a  distance  of  one-half  metre,  for  he  gazed  at  it 
steadily  with  wide  open  eyes."  Preyer,  The  Mind 
of  the  Child,  page  3. 

2.  "In  like  manner  behaved  a  female  child  who,  on 
the  14th  day  directed  her  gaze,  which  had  been 
fastened  upon  her  father's  face,  to  some  one  who 
came  up,  and,  at  the  sight  of  this  person's  head- 
covering,  the  child's  gaze  became  rooted  as  if  with 
surprise."  Frau  Professor  Von  Striimpell,  from 
Preyer,  The  Mind  of  the  Child. 

3.  "On  the  twenty-fifth  day  my  child  fixed  his  eyes 
for  the  first  time  upon  the  face  of  his  nurse,  then 
upon  mine  and  his  mother's,  and  when  I  nodded, 
he  opened  his  eyes  wider,  and  shut  and  opened  the 
lids  several  times."  Preyer,  The  Mind  of  a  Child, 
page  30. 

4.  "In  the  third  week  the  child  looked  long  and  stead- 
ily at  a  bright  red  waist  worn  by  his  aunt." 
Winifred  Hall,   Child  Study  Monthly,  2:458. 

5.  "In  the  tenth  week  the  child  looked  attentively  at 

a  stray  lock  of  dark  hair  hanging  beside  a  familiar 
face."  Kathleen  Moore,  Mental  Development  of 
a  Child,  page  54. 

6.  "A  third  child  began,  after  the  end  of  the  sixteenth 
week,  to  look  at  its  hands."  E.  Schulte,  in  Preyer, 
The  Mind  of  the  Child,  page  47. 

EARLY   EYE   MOVEMENTS 

I.  On  the  twenty-eighth  day — ^"He  turned  his  head 
(while  lying  down)  in  order  to  follow  with  his 
eyes  the  face  of  a  person  speaking  to  him."  Kath- 
leen Moore,  Mental  Development  of  a  Child, 
page  46. 


THE  SENSE  OF  SIGHT  47 


2.  "I  used  my  hand  to  move  to  and  fro  before  the 
baby,  and  could  not  satisfy  myself  that  she  fol- 
lowed it,  tho  she  sometimes  seemed  to;  but  the 
day  after  she  was  a  month  old  I  tried  a  candle, 
and  her  eyes  followed  it  unmistakably;  she  even 
threw  back  her  head  to  follow  it  farther."  Mili- 
cent  Shinn.  The  Biography  of  a  Baby,  page  68. 

3.  "In  the  fifth  week,  as  the  mother  was  brushing 
her  hair,  the  child's  eyes  followed  the  slow  motions 
of  the  brush."  Winifred  Hall,  Child  Study 
Monthly,  2 :  459. 

4.  '"The  last  observation  of  the  matter  was  recorded 
on  the  thirty-seventh  day  when  the  child  followed 
moving  objects  in  the  room — as  a  person — by 
turning  both  eyes  and  head,  the  eyes  turning  first." 
D.  R.  Major.  The  l'"irst  Stej)  in  Mental  Growth, 
page  341. 

5.  "His  eyes  followed  his  aunt  across  the  room  at  the 
age  of'three  and  a  half  months."  L.  Hogan.  The 
Study  of  a  Child,  page  17. 

6.  "Sigismund's  boy  at  nineteen  weeks  paid  great 
attention  to  the  movements  of  a  pendulum,  and 
afterwards  followed  the  movements  of  a  spoon 
from  dish  to  mouth  and  back  again,  with  eager 
mien."  Frederick  Tracy.  The  Psychology  of 
Childhood,  page  6. 

7.  "But  it  was  not  till  the  twenty-ninth  week  that  1 
saw  the  child  look  distinctly  beyond  all  doubt, 
after  a  sparrow  flying  by."  Preyer.  The  Mind  of 
the  Child,  page  48. 

8.  "In  the  sixty-sixth  week,  lying  on  his  back,  his 
eves  followed  the  flight  of  a  fly  which  circled 
somewhat  slowly  above  his  bed."  Kathleen 
Moore,  Mental  Development  of  a  Child,  page  57. 

(4)  Perspective.  At  the  first  all  objects  are  seen 
as  if  at  the  same  distance.  Observations  on  the  blind 
just  restored  to  sight  indicate  that  objects  first  appear 
as  touching  the  eyes.  In  perspective,  the  animal  in- 
herits at  birth    what    the    child    must  acquire  slowly 


48  THE  ESSENTIALS  OF  CHILD  STUDY 

thru  experience.  The  animal  has  but  few  possible 
associations  and  these  well  established,  while  the 
child  has  innumerable  potentialities,  which  rest  on  ex- 
perience for  development.  The  embryonic  life  of  the 
child  is  too  short  for  this  myriad  of  associative  tracts 
to  be  fully  established,  and  each  generation  increases 
the  number  of  potentialities  and  lengthens  the  depend- 
ent period.  Education  means  little  to  the  animal,  but 
everything  to  the  child. 

Children  learn  to  rightly  interpret  distance  of  ob- 
jects in  nature  earlier  than  in  pictures.  Why  is  this? 
How  does  the  individual  learn  to  see  perspective? 

REFERENCES 

1.  Brczver,  Dunstan.     Mind  of  the  Child.     Kind.  Mag.,  20:74- 

78,  Nov.,  1909. 

2.  Cotnpayre,  G.     Intellectual  and  Moral   Development  of  the 

Child,  pp.   114-135- 

3.  Darwin,  Chas.     Biography  of  an  Infant.     Mind.,  2:286-287. 

4.  Hall,  Mrs.   W.  S.     First  Five   Hundred  Days  of  a  Child's 

Life.     Child  Study  Mo.,  2:458-465. 

5.  Harris,  Mrs.  L.  H.     The  Mind  of  the  Child.     Independent, 

64:  1 398- 1 399. 

6.  King,  I.     Psychology  of  Child  Development,  pp.  28-41. 

7.  Marwedel,  Emma.     Conscious  Motherhood,  pp.  334-359- 

8.  Moore,  Kathleen   C.     Mental   Development  of  a  Child,  pp. 

51-60. 

9.  Preyer,  W.     The  Mind  of  the  Child.     Senses  and  Will,  pp. 

41-71. 

10.  Peres,  B.     First  Three  Years  of  Childhood,  pp.  224-228. 

11.  Shinn,  Milicent  W.     Notes  on  the  Development  of  a  Child. 

Vol.  I,  pp.  14-25;  also  Interest  in  Seeing,  pp.  79-88. 
79-88. 

12.  Sully,  J.     Studies  of  Childhood,  pp.  401-406. 

13.  Tanner,  Amy  E.     The  Child,  82-93. 

14.  Taylor,  A.  R.     The  Study  of  the  Child,  pp.  41-53. 

15.  Tracy,  F.     Psychology  of  Childhood,  pp.  8-14;  7th  Ed.,  pp. 

6-11. 

16.  Uffelmann,  J.     Domestic  Hygiene  of  the  Child,  pp.  183-190. 


CHAPTER  VIII 
THE  SENSE  OF  SIGHT— Continued 

(5)  Color  Discrimination.  We  may  safely  assume 
that  at  first  all  children  are  absolutely  color  blind,  only 
light  and  darkness  being  discriminated.  A  brigiit  col- 
ored object  may  attract  not  on  account  of  the  color 
but  on  account  of  the  light  it  contains.  This  is  doubt- 
less the  case  of  the  girl  ten  days  old,  reported  by  Mrs. 
Talbot,  who  seemed  attracted  by  the  various  colors 
of  her  mother's  dress ;  also  with  Preyer's  boy  who, 
when  23  days  old,  seemed  attracted  by  a  rose  colored 
curtain,  brightly  lighted  by  the  sun. 

Make  note  of  all  cases  of  early  color  perception  for 
the  purpose  of  comparison.  When  does  the  child  see 
color  as  color?  Why  difificult  to  determine?  What 
theory  of  color  seems  most  plausible?  What  facts  of 
interest  have  been  noted  thru  a  study  of  the  effects 
of  indirect  color  vision? 

In  order  to  test  the  color  sense  it  is  necessary  to  have 
the  colors  as  nearly  alike  as  possible  in  the  degree  of 
brightness.  A  simple  test :  Place  within  the  child's 
reach,  when  able  to  sit  alone,  one  small  hank  of 
zephyr,  red,  yellow,  blue  or  green,  etc.,  along  with 
five  similar  hanks  of  neutral  gray  of  equal  brightness, 
or  light  intensity,  and  watch  when  the  child  first  sin- 
gles out  the  colored  hank.  Results  of  such  test  will 
be  given  in  class. 

I.  What  are  some  of  the  methods  of  testing  color 

blindness  ? 

49 

4 


50  THE  ESSENTIALS  OF  CHILD  STUDY 

2.  What  method  yields  the  most  accurate  results? 

3.  Is  color  blindness  curable? 

4.  What  per  cent  of  men  and  women  are  color 
blind  ^ 

5.  What  is  the  basis  of  color  harmony,  i.  e.,  the  true 
test  of  harmony  of  colors? 

The  center  of  the  retina  is  the  hrst  to  become  sensi- 
tive to  color,  and  this  sensitive  color  area  gradually 
increases  thru  youth  up  to  adult  life.  There  is  only 
about  half  as  much  of  the  retinal  surface  sensitive  to 
green  and  red  as  to  yellow  and  blue.  Can  you  account 
for  these  observed  facts? 

OBSERVATIONS    ON    COLOR   DISCRIMINATION 

(In  some  cases  at  least  these  observations  may  not 
indicate  color  discrimination.) 

1.  "The  first  object  that  made  an  impression  on 
account  of  its  color,  upon  my  boy,  was  probably 
a  rose  colored  curtain  which  hung,  brightly 
lighted  by  the  sun  but  not  dazzlingly  bright, 
about  a  foot  before  the  child's  face.  This  was  on 
the  twenty-third  day.  The  child  laughed  and 
uttered  sounds  of  satisfaction."  W.  Preyer,  The 
Mind  of  the  Child,  page  "6. 

2.  "With  respect  to  vision — his  eyes  were  fixed  on  a 
candle  as  early  as  the  ninth  day,  and  up  to  the 
forty-fifth  day  nothing  else  seemed  thus  to  fix 
them,  but  on  the  forty-ninth  day  his  attention 
was  attracted  by  a  bright  colored  tassel,  as  was 

shown  by  his  eyes  becoming  fixed  and  the  move- 
ments of  his  arms  ceasing."  Chas.  Darwin,  Mind, 
2 :  286. 
3.  Sixty-ninth  day — "L.  looked  for  sometime  at  the 
violets  printed  on  her  bed  covering  and  then  tried 
to  pick  them  up."  Geo.  Van  Ness  Dearborn,  Moto- 
Sensory    Development,    page   32. 


THE  SENSE  OF  SIGHT  51 


4.  "In  the  third  month  R's  pleasure  in  looking  at 
brightly  colored  objects  became  more  pronounced. 
On  the  fifth  day  of  the  month,  brightly  colored 
tassels,  dangled  over  the  child,  evoked  broad 
smiles'  and  wriggling,  the  latter  being  a  fore- 
runner of  reaching  toward  and  grasping."  D.  R. 
Major,  First  Steps  in  Mental  Growth,  page  78. 

5.  "One  boy  began  before  he  had  reached  the  age  of 
four  months,  to  prefer  a  brilliant  red  to  other  col- 
ors." Genzmer-Preyer,  The  Mind  of  the  Child, 
page  20. 

6.  "The  sight  of  a  yellow  flower  (sixteenth  week) 
incited  him  to  his  first  successful  effort  to  obtain  a 
desired  object."  Winifred  Hall,  Child  Study 
Monthly,  2:460. 

7.  "One  hundred  eighty-third  day— She  consistently 
picks  her  bright-red  celluloid  rattle-ball  (two-and- 
a-half  inches  in  diameter)  out  of  a  basket  of  toys." 
Geo.  Van  Ness  Dearborn,  Moto-Sensory  Develop- 
ment, page  82. 

8.  "By  the  twenty-seventh  week  he  manifested  a  de- 
cided preference  for  yellow,  stretching  out  his 
hands  for  anything  of  that  color — lemons,  oranges, 
sunflowers,  and  even  the  butter  on  the  table." 
Winifred  Hall,  Child  Study  Monthly,  2 :  460. 

9.  "In  his  nineteenth  month  C.  was  observed  to  desig- 
nate by  the  sound  "Appo"  (apple)  a  patch  of  red- 
ish  color  on  the  mantlepiece,  which  bore  in  its 
form  no  discoverable  resemblance  to  an  apple." 
James  Sully,  Studies  in  Childhood,  page  422. 

10.  Five  hundred  fifty-third  day  (about  13/2  years)— 
"L.  rarely  now  confuses  yellow,  red,  blue,  and 
black.  She  always  picks  out  yellow  as  her  fav- 
orite among  these  four — yellow,  red,  blue,  and 
black."  Geo.  Van  Ness  Dearborn,  Moto-Sensory 
Development,  page  172. 

REFERENCES 

I.    Abney,  Win.  DeW.     Tests   for  Color  Blindness.     In  Color 
Visions,  pp.  167-186. 


52  THE  ESSENTIALS  OF  CHILD  STUDY 


2.  Baird,  J.    W.    The   Problems   of   Color   Blindness.     Psych. 

Bulletin,  5  :  294-300,  Sept.,  1908. 

3.  Baldunn,  J.  M.     New  Methods  of  Child  Study.     Science, 

21:213-214,  Apr.  21  and  28;  also  found  in  his  Mental 
Development  in  the  Child  and  Race,  pp.  34-47;  48-55. 

4.  Bryan,    W.    L.     Suggestions    on    the    Study    of    Children. 

Transactions   Illinois   Society  for  Child   Study,  Vol.    i, 
No.  I,  pp.  64-73- 

5.  Dougall,  Wm.    An  Investigation  of  the  Color  Sense  of  Two 

Infants.     British  Joui.  of  Psych.,  2:338-352. 

6.  Edridge-Green,  F.  W.     Color  Blindness  and  Color  Percep- 

tion, pp.  257-307. 

7.  Franklin,    Christine    Ladd.    Color    Interpretation     of    the 

Eskimo.     Psych.  Rev.,  8 :  396-402. 

8.  Jefferies,  Dr.   B.   Joy.     Frequency  of   Color   Blindness.     In 

"Color  Blindness,"  pp.   111-124  and  182-195. 

9.  Kirk,  Mrs.    The  Training  of  the  Color  Sense  in  Children. 

Child  Life,  1907,  9:119-122. 

10.  Krohn,  IV.  0.    How  to  Test  the  Vision.     Child  Study  Mo., 

Vol.  I,  pp.  164-165. 

11.  Luckey,    G.    W.    A.    Observations    of    the    Indirect    Color 

Range  of  Children,  etc.    Am.  Jour,  of  Psych.,  6:  489-504. 

12.  Marsden,   Rufus.    The   Study   of   the    Early   Color   Sense. 

Psych.  Rev.,  10 :  37-47. 

13.  Monroe,  Will  S.    Color  Sense  of  Young  Children.    Paidolo- 

gist,  1907,  9:7-10. 

14.  Preyer,  W.    The  Mind  of  the  Child;  and  also  Senses  and 

Will,  pp.  6-22. 

15.  Freyer,    W.    Mental    Development    in    the    Child.     Infant 

Mind,  pp.  12-13. 

16.  Rivers,  W.  H.  R.    The  Color  Vision  of  the  Eskimo.     Proc. 

Cambridge  Philos.  Soc,  11:  I43-I49- 

17.  Scripture,  E.  W.     System  of  Color  Teaching.     Educa.  Rev., 

6:464-474;  7:382. 

18.  Scripture,  E.  W.    Tests  on  School  Children.     Educa.  Rev., 

5 :  52-61. 

19.  Scripture,  E.  W.    A  Safe  Test  for  Color  Vision.     Studies 

from  Yale  Psych.  Lab.,  1901,  8:  1-20. 

20.  Shinn,  Milicent  W.     Notes  on  the  Development  of  a  Child. 

Vol.  I,  25-56. 


THE  SENSE  OF  SIGHT  53 

21.  Taylor,   Wm.   J.    The  Color   Element  in   Early   Education. 

Jour,  of  Ped.,  16:315-327. 

22.  Tracy,  F.    Psychology   of   Childhood,   pp.    14-18;    7th    Ed., 

pp.  11-18. 

23.  Washburn,  IV.  W.,  and  Houston,  H.  E.    On  the  Naming  of 

Colors.     Am.  Jour,  of  Psych.,  18:519-523. 
24-     Whitney,   A.   S.     Some    Practical    Results    of    Child    Study. 

Child  Study  Mo.,  2:  16-21. 
25.     Wolfe,  H.   K.    The   Color  Vocabulary  of   Children.     Neb. 

Univ.  Studies,  July,  1890,  pp.  205-234. 


CHAPTER  IX 
THE  SENSE  OF  SIGHT— Concluded 

(6)  Defective  Vision.  The  importance  of  normal 
vision  will  be  appreciated  when  we  understand  that 
most  of  our  knowledge  is  acquired  thru  the  sense 
of  sight.  An  unremedied  defect  in  vision  may  prove 
as  serious  to  the  child's  education  as  the  entire  loss  of 
sight,  for  in  the  latter  case  other  senses  are  educated  to 
take  the  place  of  vision.  Teachers  and  parents  should 
know  how  to  direct  and  remedy  the  more  common 
defects  of  vision.  Children  have  been  considered  dull 
or  indolent  when  the  real  trouble  was  due  to  a  defect 
in  sight  or  hearing.  Common  defects  of  sight  which 
may  be  remedied  by  the  use  of  glasses  are  myopia, 
hypermetropia  and  astigmatism. 

Dr.  Cohn  of  Breslau  in  examining  the  eyes  of  10,060 
children  found  1,072  myopic,  239  hypermetropic,  23 
stigmatic  and  239  with  impaired  vision  as  the  result 
of  previous  sickness.  Further  tests  in  elementary  vil- 
lage schools  showed  1%  myopic;  in  elementary  town 
schools  6.7%  ;  in  intermediate  schools  14.3% ;  in  high 
schools  19.7%.  Drs.  Loring  and  Derby  of  New  York 
found  that  in  the  lowest  classes  3.5%  of  the  children 
were  myopic;  in  the  highest  classes  26.78%.  Other 
investigations  show  that  myopia  increases  rapidly 
during  school  life,  averaging  (under  favorable  condi- 
tions) from  2%  in  the  lowest  grades  to  25%  or  more 
in  the  highest  grades. — Account  for  this.  How  can 
it  be  remedied?    What  are  the  best  tests  for  discover- 

54 


THE  SENSE  OF  SIGHT 


in;^  defective  vision?  When  fatigued,  or  sleepy,  or 
when  recovering  from  sickness  the  eyes  are  ai)t  to  be 
injured  by  use.  Headaches  frequently  result  from 
over-strain  of  the  muscles  of  accommodation.  What 
colors  of  print  are  best  for  the  eyes?  Notice  the  signs 
on  sign  boards  and  observe  what  combinations  of  col- 
ors can  be  seen  at  the  greatest  distance. 

What  encouraging  improvement  of  the  eye  sight 
of  school  children  has  occurred  in  recent  years  thru 
improved  methods  of  teaching  and  better  sanitation  of 
homes  and  school  buildings? 

REFERENCES 

1.  Adams,  Almcda  C.     The  Education  of  the  Blind  Child  with 

the  Seeing  Children  in  the  Public  Schools.  Proc.  N.  E. 
A.,  1908,  pp.  1137-1142. 

2.  Allport,  Frank.     The  Eye  and  Its  Care ;  also  Defective  Sight 

in  American  Children.  Rev.  of  Rev.,  June,  1897,  15: 
696-699. 

3.  Allport,   Frank.     The   Eyes   and   Ears   of   School   Children. 

Proc.  Third  Congress  Am.  School  Hygiene  Assn.,  Chi- 
cago, 111.,  1909,  pp.  218-231 ;  also  A  Plea  for  the  Exam- 
ination of  School  Children's  Eyes,  Noses  and  Throats. 
Proc.  N.  E.  A.,  1909,  pp.  266-273. 

4.  Allport,  Frank.     Tests  for  Defective  Vision.     Educa.  Rev., 

14:  150-159- 

5.  Bell,  A.  G.     Correlation  of   Defective  Senses.     Science,  5: 

127-129. 

6.  Booth,    F.     W.     (Chairman).     Report    of    Committee    on 

Statistics  of  Defective  Sight  and  Hearing  of  Public 
School  Children.  Proc.  N.  E.  A.,  1903,  pp.  1036-1037. 
and  1904,  PP-  946-952. 

7.  Burnett,  S.  M.     Hints  on  the  Use  and  Care  of  Eyes.    Scrib- 

ner  Mo.,  14 :  700-706. 

8.  Burnham.   W.   H.     School   Hygiene.     Ped.    Sem.,   2:33-39, 

59-61. 

9.  Campbell,    Mary    R.     Some    Laboratory    Investigations    of 

Subnormal  Children.     Proc.  N.  E.  A..  1904.  pp.  744-754 


56  THE  ESSENTIALS  OF  CHILD  STUDY 

Cattell,  J.   McK.     Tests   on   Senses    and    Faculties.     Educa. 

Rev.,  5 :  257-265. 
Cohn,  Herman.    Eyes  and  School  Books.    Pop.  Sci.  Mo.,  19: 

54-59- 
Cohn,  Herman.     Hygiene  of  the  Eye  in  Schools,  pp.  37-53, 

84-87,  131-145- 

13.  Cohn,  Herman.     Eyesight  and   School  Work.     Science,   12: 

207-209. 

14.  Cohn,  Herman.     Effects  of  Student  Life  on  Eyesight.     Bu- 

reau   of    Education,    Circular    of    Information,    1881-82, 
No.  6  (1881),  327-350. 

15.  Eberhardt,  John  C.    The  Examination  of  the  Eyes  of  School 

Children.     Proc.  N.  E.  A.,  1906,  pp.  173-177. 

16.  Eyesight  of  Children.     Sat.  Rev.,  82 :  57-58. 

17.  Fox,  L.  W.     Care  of  the  Eyes  in  Infancy  and  Youth.    Jour. 

Frankl.   Inst.,   132,  172    (1891). 

18.  Galbraith,  L.  N.     The  Eyes  of  School  Children  and  Their 

Defects.     Child  Study  Mo.,  i :  390-391,  and  Proc.  N.  E. 
A.,  1896,  p.  850. 

19.  Gray,  Mary  R.     What  Chicago  is  Doing  for  the  Abnormal 

Child.     School  Jour.   (New  York),  69:585-586. 

20.  Green,  S.  M.    What  Teachers  May  Learn  from  the  Model 

School   for   the    Deaf   and    Blind,   and   Their   Exhibits. 
Proc.  N.  E.  A.,  1904,  pp.  937-939- 

21.  Greenwood,   Allen.     Some    Eye    Defects    of    Feeble-minded 

and  Backward  Children.     Proc.  N.  E.  A.,  1903,  pp.  1023- 
1028. 

22.  Hall,   Percival.    Defective    Sight    and    Hearing   of    School 

Children.     School  Jour.   (New  York),  69:91. 

23.  Howe,  L.    Art  and  Eyesight.     Pop.  Sci.  Mo.,  47:458-471. 

24.  Lezms,  F.  Park.    Conservation  of  Vision  and  the  Prevention 

of  Blindness.     Proc.  N.  E.  A.,  1910,  pp.  1055-1061. 

25.  MacLean,  W.    Effects  of  Study  on  the  Eyesight    Pop.  ScL 

Mo.,  12 :  74-86. 

26.  Risley,  S.  D.    Defective  Vision  in  School  Children.    Educa. 

Rev.,  3 :  348-354- 

27.  Roosa,  D.  B.    Effects  of  Civilization  on  the  Eyes.    Cosmop., 

13 :  759-768. 

28.  Roosa,  D.  B.     Shall  We  Put  Spectacles  on  Our  Children? 

Pop.  Sci.  Mo.,  25  :  429-430. 


THE  SENSE  OF  SIGHT  57 

29.  School  Life  and  Eyesight.     Pop  Sci.  Mo.,  i  :  760-761. 

30.  Scott,  W.  D.     The  Sacrifice  of  the  Eyes  of  School  Children. 

Pop.  Sci.  Mo.,  71 :  303-312. 

31.  Standish,  Miles  M.  D.     Facts  and  Fallacies  in  the  Examina- 

tion of  School  Children's  Eyes.     Proc.  N.  E.  A.,   1903, 

pp.  1020- 1023. 
2,2.     Swift,   Edgar   J.     Eye    Defects    in    Students   and    Children. 

Ped.  Sem.,  5  :  202-220. 
2^.     Weeks,  J.  E.     The  Care  of  the  Eyes  of  Children  While  in 

School.     Teacher's  College  Record,  6 :  30-42. 

34.  Wells,  David   W.     Sight  and   Hearing  of  School  Children. 

Jour,   of    Educa.,   51:99-100;    117:121-122,   Feb.    15,   22, 
1900. 

35.  West,  G.  M.    Eye  Tests  on  Children.    Am.  Jour,  of  Psych., 

4 :  595-596. 

36.  Whitney,  A.   S.     Some    Practical    Results    of    Child    Study. 

Proc.  N.  E.  A.,  1896,  p.  372. 
2,7.     Williams,  Alida  S.     Visual  Inaccuracies  in  School  Children. 
Educa.  Rev.,  26:180-189. 

38.  Williams,  H.  W.     How  to  Care  for  the  Eyes.     Atlan.,  27: 

62-67,  177-183,  332-337,  462-466,  636-639. 

39.  Wolfe,  H.  K.     Defects  of  Sight.     Northw.  Mo.,  8:35-39. 

40.  Yorke,  S.    Defective  Eyesight.     Pop.  Sci.  Mo.,  24:357-361. 


CHAPTER  X 

THE  SENSE  OF  HEARING 

Different  views,  based  on  more  or  less  careful  obser- 
vations, as  to  when  the  infant  is  able  to  hear  for  the 
first  time  vary  all  the  way  from  several  hours  to 
several  days.  Note  and  account  for  these  differences. 
Personal  observations  will  add  to  the  value  of  the 
study.  What  are  the  conditions  necessary  to  hearing? 
Which  of  these  are  wanting  at  birth?  Hearing,  as  a 
rule,  is  necessary  for  the  acquisition  of  speech,  and 
plays  an  important  part  in  all  instruction.  The  speech 
that  an  infant  hears  has  much  to  do  with  its  articula- 
tion. Music  and  rhythm  are  early  appreciated  by  the 
child  and  may  be  used  as  an  important  factor  in  educa- 
tion. Owing  to  the  plasticity  of  the  child's  cerebral 
elements  and  the  ease  with  which  early  formative 
processes  take  place,  the  child  in  time  enjoys  the 
sounds  which  were  at  first  grating  and  disagreeable. 
For  this  reason  the  beauty  and  richness  of  the  child's 
oral  speech  is  the  natural  outgrowth  of  the  speech  he 
hears. 

OBSERVATIONS    INDICATING   SENSITIVENESS 
TO    SOUND 

1.  "Three  hours  after  birth  the  child's  hands  were 
thrown  up  suddenly  at  the  sound  of  an  electric 
bell  situated  on  the  outer  wall  of  the  house."  Wini- 
fred Hall,  Child  Study  Mo.,  2 :465. 

2.  "Dr.  Deneke  found  one  child  of  six  hours  who 
started  and  closed  his  eyes  tighter  at  the  sound  of 
two  metallic  covers  striking  together  ;  while  Preyer 

58 


THE  SENSE   OF  HEARING  59 

observed  one  who  did  not  react  at  all  on  the  third 
day,  and  another,  who,  on  the  sixth  day,  reacted 
only  very  slightly.  Sully  noticed,  on  the  second 
day,  a  distinct  movement  of  the  head  in  response 
to  sound,  and  this  is  confirmed  by  Baldwin.  Bur- 
dach  declares  the  child  hears  nothing  during  the 
first  week."  Fred  Tracy,  the  Psychology  of  Child- 
hood, page  22. 

3.  "A  friend  tells  me  that  on  the  morning  after  her 
baby  was  born  it  was  frightened  almost  into  con- 
vulsions by  the  explosion  of  a  cannon  fire  cracker 
near  her  window."  A.  R.  Taylor,  The  Study  of 
the  Child,  page  32. 

4.  "The  first  definite  reactions  to  auditory  sensations 
were  observed  on  the  second  day  during  which  the 
child  several  times  stopped  crying  when  his  father 
began  to  whistle."  Kathleen  Moore,  Mental 
Development  of  a  Child,  page  63. 

5.  "The  baby  showed  no  sign  of  hearing  anything  un- 
til the  third  day  when  she  started  violently  at  the 
sound  of  tearing  paper,  some  eight  feet  from  her." 
Milicent  Shinn,  The  Biography  of  a  Baby.     Page 

6.  "But  he  adds  that  another  cautious  observer,  Feld- 
bausch,  has  seen  sleeping  children  more  than  three 
days  old  start  when  he  broke  the  silence  by  clap- 
ping his  hands  hard."  Kussmaul-Preyer,  The 
Mind  of  the  Child,  page  yy. 

7.  "The  sixth  day — she  seemed  to  hear  and  notice  a 
sirene  whistle  out  on  the  Hudson  river  for  she 
stopped  moving."  George  Van  Ness  Dearborn, 
Moto-Sensory  Development,  page  6. 

8.  "The  thirteenth  day.  When  a  watch  was  held  at 
her  ear  L.  turned  her  eyes  in  its  direction  for  sev- 
eral seconds  and  made  this  reflex  adaptation  on 
several  occasions."  George  Van  Ness  Dearborn, 
Moto-Sensory  Development,  page  10. 

9.  "During  the  first  fortnight  he  often  started  on 
hearing  any  sudden  sound,  and  blinked  his  eyes." 
Charles  Darwin,  Mind,  2  :  286. 


60  THE  ESSENTIALS  OF  CHILD  STUDY 

10.  "The  twenty-fourth  day.  Twice  he  stopped  crying 
while  the  clock  struck,  and  once  he  was  aroused 
from  a  light  sleep  by  its  gong."  Kathleen  Moore, 
Mental  Development  of  a  Child,  page  6i. 

11.  Gensmer  found  the  distances  that  the  striking  of  a 
bell  was  heard  by  the  child  were:  first  day — 8 
inches ;  sixth  day — 18  inches ;  twenty-fourth  day — 
24  inches.     Oscar  Chrisman,  Ped.  Sem.,  2:400. 

BEGINNING  OF  LOCALIZATION  THRU  SOUND 

1.  "On  the  thirtieth  day  he  began  to  turn  his  head 
in  the  direction  whence  sounds  proceeded."  Kath- 
leen Moore,  Mental  Development  of  a  Child, 
page  66. 

2.  "In  the  sixth  week  the  baby  for  the  first  time 
turned  his  head  toward  a  sound  to  see  what  made 
it."    James  Sully,  Studies  in  Childhood,  page  402. 

3.  "In  the  tenth  week  a  girl  child  looked  for  the  face 
of  the  person  calling  her,  altho  it  was  with  diffi- 
culty that  she  held  her  head  erect."  Preyer,  The 
Mind  of  the  Child,  page  47. 

4.  "At  two  and  a  half  months,  hearing  her  grand- 
mother's voice  she  turns  her  head  to  the  side  from 
which  it  comes."    M.  Taine,  Mind,  2 :  252. 

5.  "In  the  eleventh  week  I  noticed  for  the  first  time 
what  some  others  have  not  perceived  before  the 
second  quarter  of  the  year  tho  some  have  done  so 
earlier,  that  the  child  beyond  doubt  moved  his 
head  in  the  direction  of  the  sound  heard."  Preyer, 
The  Mind  of  the  Child,  page  84. 

6.  "In  the  sixteenth  week  sounds  began  to  prove  a 
real  source  of  distraction,  causing  him  to  pause 
and  look  around  many  times  during  his  meal." 
Kathleen  Moore,  Mental  Development  of  a  Child, 
page  64. 

7.  "Altho  so  sensitive  to  sound  in  a  general  way,  he 
was  not  able  even  when  he  was  one  hundred  and 
twenty-four  days  old,  easily  to  recognize  whence 
a  sound  proceeded,  so  as  to  direct  his  eyes  to  the 
source."   Charles  Darwin,  Mind,  2  :286. 


THE  SENSE  OF  HEARING  61 

8.  "In  the  twenty-first  week  he  turned  in  the  direc- 
tfon  of  sounds  heard."  Winifred  Hall,  Child  Study 
Mo.  2:465. 

9.  "The  187th  day  the  child  knew  when  he  was  called, 
but  it  required  three  calls  to  induce  him  to  turn 
toward  the  sound.  At  the  first  call  a  change  took 
place  in  the  facial  expression,  at  the  second  he 
laughed  and  at  the  third  he  turned  toward  the 
speaker."  Winifred  Hall,  Child  Study  Monthly, 
2 :466. 

(i)     When   does   the   child   first  ^begin   to   localize 

sound? 

(2)  When  does  he  begin  to  understand  the  mean- 
ing of  sounds? 

Defects  in  Hearing:  Reichard  of  Riga  in  examin- 
ing the  hearing  of  1,000  school  children  found  22% 
suffering  from  defective  hearing.  Weil  of  Stuttgart 
in  examining  6,000  children  found  31%  defective; 
Moure  found  \y%  defective;  Saxton  of  New  York 
13%  and  Worrell  of  Terre  Haute  25%.  Probably  the 
average  will  not  fall  short  of  20%.  Some  of  the 
causes  of  defective  hearing :  Congenital,  closing  of  the 
auditory  canal  from  inflammation,  wax,  or  foreign 
bodies,  festering  or  perforating  the  drum  head,  puru- 
lent or  catarrhal  inflammation  of  the  ear,  closing  of 
the  eustachian  tube,  cold  in  the  head,  and  many  dis- 
eases of  childhood.  What  are  some  of  the  ways  by 
which  teachers  may  test  the  hearing  of  their  children? 
What  are  adenoids?  Their  cause  and  effect  upon 
health  and  hearing?    What  is  the  proper  treatment? 

REFERENCES 

1.  Adams,  Mabel  E.    A  Deaf  Child  of  Six.    Educa.  Rev.,  10: 

273-276. 

2.  Allport,  Frank.    The  Eyes  and   Ears  of   School   Children. 

Proc.    Third    Congress    Am.    Hygiene    Asso.    (Chicago, 
111.),  Feb.,  1909,  pp.  218-231. 


62  THE  ESSENTIALS  OF  CHILD  STUDY 

3.  Blake,  C.  J.    The  Importance  of  Hearing  Tests  in  Public. 

Proc.  N.  E.  A.,  1903,  pp.  1013-1019. 

4.  Bowles,  Mary   E.    Emotions   of   Deaf   Children   Compared 

with  Emotions  of  Hearing  Children.     Ped.  Sem.,  3 :  330- 
334;  also  Child  Study  Mo.,  1:213-215. 

5.  Brandt,  Francis  Burke.    The  State  in  Its  Relation  to  the 

Defective  Child.     Proceedings  N.  E.  A.,   1901,  pp.  876- 
880. 

6.  Bruner,  F.  G.     The  Hearing  of  Primitive  Peoples.    Archives 

of  Psych.,  2: 1-113,  1908. 

7.  Bryan,  W.  L.    Eye  and  Ear  Mindedness.    Addr.  and  Proc. 

Intern.  Cong.  Educa.  (N.  E.  A.),  1893,  pp.  779-781. 

8.  Chrisman,  O.    The  Hearing  of  Children.     Ped.  Sem.,  2 :  297- 

441. 

9.  Chrisman,  O.    Defects  of  Hearing.    Northw.  Mo.,  8:31-35. 

10.  Chrisman,  O.    Sight  and  Hearing  in  Relation  to  Education. 

Proc.  N.  E.  A.,  1904,  pp.  939-946.     (A  Review.) 

11.  Compayre,   G.    Intellectual   and    Moral   Development   of   a 

Child,  pp.  136-145. 

12.  Cutter,  Ephraim.     Pupils'  Defective  Hearing.     Proc.  N.  E. 

A.,  1^4,  pp.  947-952. 

13.  Deficient  Hearing  Power.     Child  Study  Mo.,  i :  337-338.    A 

Review  of  an  Article  by  Dr.  Permewan. 

14.  Drummond,  W.  B.    An  Introduction  to  Child  Study,  pp.  150- 

153- 

15.  Fanning,  Dr.  A.  M.    Deafness  and  Care  of  the  Ears.     Pop. 

Sci.  Mo.,  42:211-216. 

16.  Griffith,  George.     Study  of  Children  in  the  Utica  Schools. 

Child  Study  Mo.,  2:434-437. 

17.  Hall,  Mrs.  W.  S.    The  First  Five  Hundred  Days  of  a  Child's 

Life.     Child  Study  Mo.,  2:465-469. 

18.  Hinton,  James.     Hygiene  of  the  Ear.     Pop.  Sci.  Mo.,  3 :  139- 

145- 

19.  Inflammation  of  the  Ear  in  Early  Life.     Child  Study  Mo., 

1 : 153- 

20.  Kirkpatrick,  E.  A.     Some  Simple  Methods  of  Recognizing 

Physical  Fitness  and  Unfitness  of  School  Children  for 
School  Work.    Proc.  N.  E.  A.,  1905,  pp.  762-763. 

21.  Kratz,  H.  E.    Fatigue  and  Sense  Defects.    Proc.  N.  E.  A., 

1897,  pp.  280-284. 


THE   SENSE  OF  HEARING  63 

22.  Krohn,  IVm.  O.     Hearing.     Child  Study  Mo.,  i  :  169-176. 

23.  MacMillan,  D.  P.     Some  Results  of  Hearing  Tests  of  Chi- 

cago School  Children.     Proc.  N.  E.  A.,  1901,  pp.  880-888. 

24.  Marwcdel.  Emma.     Conscious  Motherhood,  pp.  11Q-121,  360- 

369. 

25.  Miller,  E.  H.     One  Boy's  Debt  to  Child  Study.     Child  Study 

Mo.,  1 :  259-261. 

26.  Moore,  Kathleen   C.     Mental    Development  of  a  Child,   pp. 

60-72. 

27.  Morgan,  Charlotte  L.     Outlook  of  Kindergarten  Work  for 

the    Deaf    in    Leading    Cities.     Kindergarten    Mag.,    14 : 
198-203. 

28.  Percy,  F.  F.     Causes  of  Deafness  in  School  Children     Child 

Study  Mo.,  I  :  97-109. 

29.  Perez,  B.     First  Three  Years  of  Childhood,  pp.  41-43. 

30.  Preyer,  W.     The  Senses  and  the  Will,  pp.  72-96. 

31.  Preyer,    IV.      Mental    Development    in    the    Child    (Infant 

Mind),  pp.  5-6. 

32.  Reik,  H.  O.    Report  of  the  Examination  of  the  Ears  of  400 

School  Children.     Johns  Hopkins  Bulletin,  1900,  11:318- 
321. 
23.     Shinn,  Milicent  W.     Notes  on  the  Development  of  a  Child. 
1 :  107-135- 

34.  Shinn,  Milicent  IV.     The  Biography  of  a  Baby,  pp.  43,  72, 

82,  91,  120,  137,  156. 

35.  Tanner,  Amy.     The  Child,  pp.  75-77. 

36.  Taylor,  A.  R.     The  Study  of  the  Child,  pp.  31-40. 

37.  Townsend,  E.     Education  of  the  Deaf  and  Dumb  in  Rela- 

tion to  Child  Study.     Paidologist,  2  :  3-9. 

38.  Tracy,   F.     Psychology   of    Childhood,    pp.   20-26;    7th    Ed., 

pp.  21-27. 

39.  Wells,  David  W.     Sight  and  Hearing  of  School  Children. 

Jour,  of  Educa.  (Boston),  51:99-100,  117. 

40.  Whitney,  A.   S.     Some   Practical   Results   of   Child  Study. 

Proc.  N.  E.  A.,  1896,  pp.  Z7^-Z7^- 


CHAPTER  XI 
THE  SENSE  OF   TOUCH 

The  sense  of  touch  has  not  become  so  highly  spe- 
cialized as  the  other  senses,  but  it  has  been  termed, 
not  unwittingly,  the  fundamental  sense  out  of  which 
all  the  other  senses  have  developed.  It  is  perhaps  the 
first  sense  to  give  impressions  to  the  child  and  the 
last  to  give  way  in  age.  While  touch  does  not  enter 
prominently  into  the  education  of  the  schools,  it  has 
great  influence  in  shaping  our  judgment  of  space, 
time  and  reality.  The  child  wishes  to  handle  the  ob- 
jects that  he  sees,  and  the  adult  feels  surer  when  he 
is  able  to  reinforce  his  sight  impression  by  touch.  We 
all  know  how  drawing  and  writing  help  us  to  remem- 
ber a  lesson,  and  to  what  extent  touch  can  be  trained 
to  take  the  place  of  sight  and  hearing. 

Kussmaul  gives  the  eye-lashes  of  the  infant  as  the 
most  sensitive  to  touch  impressions.  Kroner  and 
Frye  agree,  the  latter  holding  that  the  hairs  form 
during  all  ages  the  most  sensitive  touch  apparatus  of 
the  body.  Genzmer  and  Preyer  hold  that  the  cornea 
is  more  sensitive.  All  parts  of  the  body  are  not 
equally  sensitive  to  touch. 

E.  W.  Scripture  says :  "The  threshold  of  sensation 
for  the  sense  of  pressure  in  an  average  subject  was 
2  mg.  for  the  forehead,  temples  and  back  of  forearm 
and  hand ;  3  mg.  for  inner  side  of  forearm  ;  5  mg.  for 
nose,  hip,  chin  and  abdomen;  5-15  mg.  on  the  inner 

64 


THE  SENSE  OF  TOUCH 65 

surface  of  the  fingers,  and  looo  mg.  on  heels  and 
nails." 

How  does  this  agree  in  relation  to  the  parts  given 
by  Preyer  as  the  most  sensitive  in  the  child?  What 
different  movements  are  produced  by  touching  the 
lips  and  tongue  of  an  infant?  Is  the  child  more  or 
less  sensitive  to  touch,  temperature  and  pain  than 
the  adult? 

The  reaction  time  of  touch  reflexes  are  longer  in 
the  new  born  than  in  the  adult.  How  do  you  account 
for  this?  Also  the  fact  that  a  prick  or  pinch  may 
not  produce  a  reflex  when  a  slap  will?  When  does 
active  touch  begin?  Explain  some  of  the  early  condi- 
tions and  educational  influences  of  the  muscular  feel- 
ings. Account  for  the  quality  known  as  common 
sense.     Can  it  be  cultivated?     How? 

OBSERVATIONS   ON   TOUCH 

1.  "Pressure  caused  by  a  hand  resting  upon  his  body 
.  was  soothing  to  the  child  from  birth."     Kathleen 

Moore,  Mental  Development  of  the  Child,  p.  78. 

2.  '"'Even  when  only  two  hours  old,  at  a  period  of 
life  when  there  is  certainly  no  sound  for  the  ear 
and  possibly  no  light  for  the  eye  C  immediately 
clasped  the  parental  finger  which  was  brought  into 
the  hollow  of  the  tiny  hand."  James  Sully, 
Studies  in  Childhood,  p.  400. 

3.  "Our  baby  showed  from  the  first  that  she  was 
aware  when  she  was  touched.  She  stopped  cry- 
ing when  she  was  cuddled  or  patted."  Milicent 
Shinn,  The  Biography  of  a  Baby,  p.  46. 

4.  "I  saw  my  child  in  the  twenty-first  hour  of  life 
move  both  arms  symmetrically,  at  a  loud  call,  but 
this  is  perhaps  to  be  attributed  to  being  breathed 
on ;  for  clapping  of  hands,  whistling,  speaking, 
produced  no  results,  and  on  the  second  and  third 


66  THE  ESSENTIALS  OF  CHILD  STUDY 

days   no  reaction   upon   sound   stimulus  could  be 
induced."    Preyer,  The  Mind  of  the  Child,  p.  8i. 

5.  "First  day — a  mere  touch  on  the  upper  lip  or  a 
strong^er  one  on  the  lower  lip  causes  the  imme- 
diate screwing  up  of  the  mouth."  Geo.  Van  Ness 
Dearborn,  Moto-Sensory  Development,  page  2. 

6.  "First  day  of  life — According  to  Kussmaul,  tick- 
ling of  the  inner  surfaces  of  the  wings  of  the  nose 
with  a  feather  calls  from  children  first  of  all 
winking  of  the  eyelids,  a  stronger  on  the  tickled 
side  than  the  other;  if  the  irritation  be  increased, 
the  child  not  only  knits  the  eyebrows  but  moves 
the  head  and  the  hands,  which  latter  it  carries  to 
the  face."  Fred  Tracy,  Psychology  of  Childhood, 
page  28. 

7.  "The  functional  activity  of  touch  was  observed 
still  more  plainly  on  the  second  day,  when  the 
child  was  seen  to  carry  out  awkwardly  enough 
what  looked  like  exploring  movements  of  the 
hands  over  his  mouth  and  face."  James  Sully, 
Studies  in  Childhood,  page  400. 

8.  Sixth,  eighth,  eleventh,  twelfth,  twenty-second, 
twenty-fifth,  fiftieth  and  fifty-fifth  days.  "During 
this  period  the  softest  touch  of  the  lashes,  of  the 
edges  of  the  lids,  of  the  conjunctiva,  or  the  cornea 
occasioned  an  immediate  closing  of  the  lids." 
Preyer,  The  Mind  of  the  Child,  page  26. 

9.  "On  the  seventh  day,  I  touched  the  naked  sole  of 
his  foot  with  a  bit  of  paper  and  he  jerked  it  away, 
curling  at  the  same  time  his  toes  like  a  much 
older  child  when  tickled."  Chas.  Darwin,  Mind, 
2  :28.S. 

10.  "A  feather  passed  over  the  eyes  and  nose  of  a 
child  of  fifteen  days  made  it  frown,  contract  its 
nose  obliquely,  and  close  its  eyes."  Perez,  First 
Three  Years  of  Childhood,  page  39. 

11.  "In  this  same  twelfth  week  I  saw  the  little  finger- 
tips go  fumbling  and  feeling  over  our  hands  and 
dresses."  Milicent  Shinn,  The  Biography  of  a 
Baby,  page  103. 


THE  SENSE  OF  TOUCH  67 

12.  "On  the  eleventh  day  of  the  third  month  the  child, 
R.  enjoyed  rubbing  his  hands  over  a  fur  coat  which 
was  laid  in  front  of  him  as  he  sat  propped  up  in 
his  crib."  D.  R.  Major,  First  Steps  in  Mental 
Growth,  page  79. 

13.  "In  the  fourteenth  week,  when  rubbing  his  hands 
over  a  face,  he  encountered  a  handful  of  hair  and 
was  surprised  thereby."  Kathleen  Moore,  Mental 
Development  of  the  Child,  page  79. 

14.  "In  the  nineteenth  week  flies  walking  on  the  face 
of  the  child  caused  his  muscles  to  twitch,  but 
when  on  the  hands  they  seemed  not  to  annoy 
him."  Kathleen  Moore,  Mental  Development  of 
the  Child,  page  79. 

15.  "In  the  twenty-ninth  week  he  perceived  the  pres- 
ence of  salt  or  sugar  in  the  mouth,  acting  as  one 
does  who  finds  his  mouth  filled  with  sand."  Kath- 
leen Moore,  Mental  Development  of  the  Child, 
page  79. 

16.  "214th  day.  The  rubbing  of  her  fingers  over  the 
bristles  of  her  hair  brush  made  L.  shiver  and  with- 
draw her  hand  from  it  vigorously."  Geo.  Van 
Ness  Dearborn,  Moto-Sensory  Development, 
page  95. 

17.  "Egger  adds  that  when  Emile  was  fourteen 
months  old  he  scratched  his  finger,  he  cried,  but 
he  did  not  show  his  finger  nor  put  the  other  hand 
upon  it."  Compayre,  The  Intellectual  and  Moral 
Development  of  the  Child,  page  163. 

ASSOCIATING  VISUAL  AND  TACTILE  SENSATIONS 

1.  "At  a  month  and  five  days,  likewise  the  child 
distinguished  between  himself  and  external  things 
by  making  for  the  first  time  an  efifort  to  seize  an 
object  by  extending  his  hands  and  by  bending  his 
whole  body."  Tiedemann  (Perez  Translation)  Rec- 
ord of  Infant  Life,  page  15. 

2.  "From  the  eighth  to  the  tenth  week  his  manual 
performances   greatly   improved   in    quality.     He 


68  THE  ESSENTIALS  OF  CHILD  STUDY 

was  rapidly  learning  to  carry  the  organ  of  touch 
to  the  point  of  which  his  eye  told  him."  James 
Sully,  Studies  in  Childhood,  page  403. 
3.  "In  the  third  month  the  little  girl  observed  by 
Taine  began  to  feel  things  with  her  hands,  to 
move  her  arms  to  reach  objects,  to  associate  blots 
of  color  with  tactile  and  muscular  impressions  of 
distance  and  of  form."  Taine-Compayre,  The  In- 
tellectual and  Moral  Development  of  a  Child, 
page  132. 

REFERENCES 

1.  Compayre,  G.     Intellectual  and  Moral  Development  of  the 

Child,  pp.  154-164. 

2.  Dresslar,  F.  B.     Psychology  of  Touch.     Am.  Jour,  of  Psych., 

6:313-368. 

3.  Hall,  Mrs.    W.  S.     First  Five   Hundred  Days  of  a  Child's 

Life.     Child  Study  Mo.,  2:394. 

4.  Manvedel,  Emma.     Conscious  Motherhood,  pp.  127-129,  370- 

376. 

5.  Moore,    Kathleen.     Mental    Development    of    a    Child,    pp. 

72-82. 

6.  Peres,  B.     First  Three  Years  of  Childhood,  pp.  36-40. 

7.  Preyer,    IV.     Mental    Development    in    the    Child     (Infant 

Mind),  pp.  4-5- 

8.  Preyer,  W.    The  Senses  and  the  Will,  pp.  96-116. 

9.  Rivers,  W.  H.  R.     The  Senses  of  Primitive  Man.     Science, 

n.  s.,  11:  740-742. 

10.  Shinn,  Milicent  W.     Comparative  Importance  of  the  Senses 

in  Infancy.     Northw.   Mo.,  8 :  544-547. 

11.  Shinn,  Milicent  W.     The  Biography  of  a  Baby,  pp.  46,  51, 

63,  90,  99,  no,  118,  120-129,  141-160. 

12.  Sully,  J  as.    Studies  of  Childhood,  p.  400  fif. 

13.  Tanner,  Amy  E.    The  Child,  pp.  77-8o. 

14.  Taylor,  A.  R.     The  Study  of  the  Child,  pp.  24-30. 

15.  Tracy,  F.     Psychology  of  Childhood,  pp.  27-31. 


CHAPTER  XII 
TASTE  AND  SMELL 

Taste.  According  to  Sigismund  and  Preyer,  taste 
is  the  first  sense  to  develop  or  furnish  memory  images. 
After  the  first  few  days  the  child  distinguishes  be- 
tween sweet  and  sour.  The  former  seems  to  give 
satisfaction  and  the  latter  to  produce  movements  of 
repulsion.  How  can  this  early  discrimination  be  ex- 
plained? 

Kussmaul  experimenting  on  twenty  infants  and 
Genzmer  on  twenty-five  infants  just  born,  found  that 
in  most  cases  the  child  responds  to  sweet  by  sucking 
movements  and  to  bitter  by  movements  of  repulsion, 
making  similar  facial  expressions  as  adults  under  the 
same  circumstances.  Preyer  agrees  with  the  above. 
As  some  of  the  infants  were  premature,  it  seems  to 
indicate  that  taste  is  ready  to  function  before  birth. 
But  many  infants  did  not  respond  in  the  same  way 
and  all  showed  a  weaker  sensibility  to  taste  than 
adults.  Many  a  mother  has  learned  to  her  sorrow 
that  it  is  difficult  to  break  a  child  from  sucking  its 
thumb  even  tho  she  uses  quinine,  aloes,  and  the  whole 
list  of  bitter  herbs.  Man  is  controlled  by  habit,  as 
the  lower  animals  are  by  instinct.  In  infancy  these 
habits  are  quickly  formed  and  may  act  as  cables 
against  health  and  progress.  The  sucking  reflex  is 
fully  developed  at  birth  and  needs  no  practice  other 
than  that  of  food  taking.  To  soothe  the  child  by 
means  of  sugar  teats,  empty  rubber  nipples,  fingers  or 

69 


70  THE  ESSENTIALS  OF  CHILD  STUDY 

Other  pacifiers  is  vicious,  and  is  apt  to  develop  habits 
injurious  to  health  and  comfort.  Fond  parents  should 
not  forget  that  the  primary  physical  functions  of  the 
infant  are  eating,  breathing,  sleeping,  cleanliness.  Na- 
ture can  be  trusted  to  provide  for  these  functions 
when  given  a  chance  without  the  formation  of  bad  and 
pernicious  habits. 

Are  we  justified  in  ascribing  to  taste  the  first  im- 
pressions of  pleasure?  What  other  senses  seem  to 
furnish  early  pleasure  impressions? 

The  early  importance  of  taste  is  seen  in  the  per- 
sistence of  the  child  in  placing  every  new  object  in  its 
mouth. 

May  taste  be  relied  upon  as  a  true  guide  to  the 
food  best  adapted  to  the  needs  of  the  body?    Explain. 

Smell.  Taste  and  smell  are  closely  associated,  and 
neither  seems  far  differentiated  from  touch.  The  func- 
tioning of  the  sense  of  smell  is  not  possible  in  pre- 
natal life,  but  according  to  the  experiments  of  Kuss- 
maul  and  others  it  must  occur  shortly  after  birth ;  how- 
ever, pronounced  and  disagreeable  odors,  in  most  in- 
stances, are  less  acute  in  the  child  than  in  the  adult. 
For  the  first  two  or  three  months  the  discrimination 
between  pleasant  and  unpleasant  odors  is  not  very 
accurate  and  after  two  years  a  child  is  apt  to  place 
a  richly  perfumed  object  in  its  mouth  rather  than  to 
its  nose. 

What  part  of  a  child's  education  would  be  lost  if 
smell  is  lost? 

In  the  education  of  the  child  ought  we  to  give  more 
attention  to  the  cultivation  of  touch,  taste,  and  smell? 
Why? 

Experiments  on  sense  discrimination  of  children 
and  their  value  to  the  teacher. 


TASTE  AND  SMELL  71 


EARLY    INDICATIONS    OF    TASTE 

1.  "Kussmaul  tested  the  sense  of  taste  in  this  way  in 
more  than  twenty  newly  born  children,  making 
use  of  cane-sugar,  quinine,  common  salt,  and  tar- 
taric acid.  Kussmaul  found  that  the  salt,  quinine, 
and  acid  occasioned  grimaces  as  an  expression 
of  dislike  but  with  much  variation  in  the  manifes- 
tation in  individual  cases.  The  sugar  on  the  other 
hand  produced  movements  of  sucking."  Preyer, 
The  Mind  of  the  Child,  page  117. 

2.  "Thirteenth  day.  He  rejected  some  medicines 
after  having  tasted  several  doses;  he  distinguished 
them  from  his  food  by  the  smell,  and  by  the  mode 
in  which  they  were  offered  him."  Tiedemann 
(Perez  Trans.).     Record  of  Infant  Life,  page  10. 

3.  "A  baby  fifteen  days  old  who  had  just  gone  to 
sleep,  and  in  whose  mouth  I  put  a  feeding  bottle 
filled  with  plain  water,  sucked  it  for  a  few  minutes 
and  then  began  to  make  faces,  to  open  its  mouth, 
and  finally  to  cry."  Perez,  The  First  Three  Years 
of  Childhood,  page  134. 

4.  "On  the  twenty-first  day  some  soda  mint  in  hot 
water  was  administered.  He  swallowed  it,  as  he 
did  water,  giving  no  evidence  of  having  experi- 
enced a  different  flavor."  Kathleen  Moore,  Men- 
tal Development  of  the  Child,  page  82. 

5.  "Fifty-eighth  day.  She  dislikes  the  taste  of  pep- 
permint but  will  take  it  when  sugar  is  added." 
Geo.  Van  Ness  Dearborn,  Moto-Sensory  Devel- 
opment, page  24. 

6.  "Prior  to  the  sixteenth  week  he  was  content  to 
suck  his  own  thumb  when  hungry,  the  feeling  of 
milk  in  the  mouth  was,  therefore,  not  an  essential 
element  in  the  feeding  complex.  But  in  the  thirty- 
eighth  week  it  undoubtedly  was ;  for  he  then  at 
once  spat  out  the  thickened  cream  of  sterilized 
milk."  Kathleen  Moore,  Mental  Development  of 
a  Child,  page  79.     (Referred  to  under  touch). 


72  THE  ESSENTIALS  OF  CHILD  STUDY 

7.  "113th  day.  She  does  not  object  in  the  least  to 
the  taste  of  castor  oil."  Geo.  Van  Ness  Dearborn, 
Moto-Sensory  Development,  page  57. 

8.  "153rd  day.  When  she  is  given  a  little  wet  cane 
sugar  she  works  her  taste  organs,  especially  her 
tongue,  very  actively,  just  as  a  young  calf  does 
under  the  same  circumstances."  Geo.  Van  Ness 
Dearborn,    Moto-Sensory   Development,   page   ']2.. 

9.  "159th  day.  A  piece  of  candy  experimentally  put 
within  her  lips  causes  them  to  take  on  the  sucking 
position  with  active  'licking  of  the  chops.'  "  Geo. 
Van  Ness  Dearborn,  Moto-Sensory  Development, 
page  74. 

OBSERVATIONS    ON    SMELL 

1.  "Kussmaul  has  seen  that  new  born  children,  even 
when  asleep,  show  their  sensitiveness  to  odor,  if 
the  fumes  of  asafoetida  for  instance  are  placed 
under  their  nose  they  quickly  shut  their  eyelids 
tight,  wrinkle  up  their  faces,  become  restless,  move 
their  arms  and  head,  wake  up,  then  fall  asleep 
again  when  the  fumes  have  passed  away."  Com- 
payre,  The  Intellectual  and  Moral  Development  of 
the  Child,  page  153. 

2.  "A  girl  babe  of  18  hours  obstinately  refused  the 
breast  upon  the  nipple  of  which  a  little  petroleum 
or  oil  of  amber  had  been  rubbed,  but  gladly  took 
the  other  breast."  Preyer,  The  Mind  of  the  Child, 
page  132. 

3.  "But  in  my  own  child  it  was  not  till  the  eighth 
day  of  life  that  I  saw  this  groping  about  (for  the 
nipple)  and  whether  the  sense  of  smell  co-operates 
in  this  is  doubtful,  for  the  child  often  sucked  at 
the  wrong  place."  Preyer,  The  Mind  of  the  Child, 
page  134. 

4.  "Early  in  the  third  month  the  experiment  was 
made  of  holding  close  to  the  child  a  cloth  moist- 
ened with  milk.  He  began  at  once  to  act  as  if 
hungry."  Kathleen  Moore,  Mental  Development 
of  a  Child,  page  84. 


TASTE  AND  SMFXL  73 


5.  "144th  day.  There  was  today  just  a  suggestion 
of  a  frown  of  L.'s  forehead  from  the  odor  of  my 
tobacco  breath."  Geo.  Van  Ness  Dearborn,  Mo- 
to-Sensory  Development,  page  65. 

6.  "154th  day.  L.  smiled  repeatedly  at  the  odor  of 
sweet  smelling  incense  which  was  burned  near 
her."  Geo.  Van  Ness  Dearborn,  Moto-Scnsory 
Development,  page  'J2. 

7.  "One  child  of  ten  months,  when  I  prevented  his 
seizing  hold  of  a  rose  evidently  begged  me  to  give 
them  to  him.  When  I  again  held  them  up  to  his 
nose  he  remained  some  time  quite  motionless  smil- 
ing with  pleasure."  Perez,  First  Three  Years  of 
Childhood,  page  34. 

8.  "In  the  fifteenth  month,  freshly  ground  coffee 
and  cologne  water,  both  of  which  he  liked  very 
much  to  smell  in  his  third  year,  made  no  impres- 
sion at  all,  or  only  a  slight  one."  Preyer,  The 
Mind  of  the  Child,  page  134. 

9.  "In  the  eighty-sixth  week  he  began  to  ask  to  have 
flowers  given  him  to  smell  and  leaves  also."  Kath- 
leen Moore,  Mental  Development  of  a  Child,  page 

84. 

REFERENCES 

1.  Bailey.  E.  H.  S.,  and  Xichols,  E.  L.     Delicacy  of  the  Sense 

of  Taste.     Nature,  37  :  557-558- 

2.  Bailey,  E.  H.  S.,  and  Nichols,  E.  L.  Sense  of  Smell.  Na- 
ture, 35 :  74-75- 

3.  Cotnpayre,  G.     Intellectual  and   Moral   Development  of  the 

Child,  pp.  145-154- 

4.  Dillon,  E.     A  Neglected  Sense.     19th   Century,  35 :  574-58/- 

5.  Henry,  M.  Charles.     Odors  and  the  Sense  of  Smell.     Pop. 

Sci.  Mo.,  41  :  682-690. 

6.  Jastrozv.  J.     Plea  for  Sense  of  Smell.     Science,  8:520-521. 

(Old  Series.) 

7.  Marwedcl,  Emma.     Conscious  Motherhood,  pp.  122-127,  377- 

386. 

8.  Moore,  Kathleen.     Mental  Development  of  a  Child,  pp.  82-84. 

9.  Morgan,    T.    J.      Sense    of    Smell.      Science,    10-240.      (Old 

Series.) 


74  THE  ESSENTIALS  OF  CHILD  STUDY 

10.  Perez,  B.    First  Three  Years  of  Childhood,  pp.  32-35- 

11.  Preyer,  W.    The  Mind  of  the  Child   (The  Senses  and  the 

Will),  pp.  1 1 6- 1 40. 

12.  Preyer,    W.     Mental    Development    in    the    Child    (Infant 

Mind),  pp.  1-4. 

13.  Shinn,  Milicent  W.     Notes  on  the  Development  of  a  Child, 

1 :  160-177. 

14.  Shinn,  Milicent  IV.     The  Biography  of  a  Baby,  pp.  45,  126, 

198. 

15.  Tanner,  Amy  E.    The  Child,  pp.  73-75- 

16.  Taylor,  A.  R.    The  Study  of  the  Child,  pp.  7-17. 

17.  Tracy,  F.    The  Psychology  of  Childhood,  pp.  31-37- 


CHAPTERS  XIII  AND  XIV 
FEELING 

1.  Organic  Sensation,  In  addition  to  the  special 
senses,  there  are  the  organic  sensations  or  general 
feelings,  due  to  internal  changes,  and  generally  classi- 
field  as  feelings  of  comfort  and  discomfort,  pleasure 
and  displeasure.  They  include  feelings  of  hunger, 
thirst,  satiety,  cold,  warmth,  fatigue,  etc.  The  nerves 
indispensable  to  such  feelings  are  doubtless  well  de- 
veloped at  birth  for  unmistakable  signs  of  comfort  and 
discomfort  occur  during  the  first  days  and  sometimes 
even  during  the  first  hours.  These  sensations  may  be 
considered  the  beginnings  of  emotion  and  as  such  fur- 
nish the  springs  of  action  of  man's  intellectual  activi- 
ties. The  extraneous  bodily  activities  and  the  com- 
fort or  discomfort  to  which  they  give  rise  interfere 
materially  with  the  disposition,  character,  and  mental 
product  acquired.  Hence  a  lecture  inspiring  to  some 
in  the  proper  mood  may  be  dry  and  uninteresting  to 
others  suffering  from  annoying  bodily  disturbances. 
The  richness  of  one's  culture  depends  largely  upon  the 
health  conditions,  happiness,  and  optimism  thru 
which  it  was  obtained.  To  truly  educate  one  must 
possess  for  the  time  being  the  undivided  attention 
and  interest  of  the  entire  being.  The  social  life  with 
its  disturbing  influences  must  be  reckoned  with  in 
order  that  the  class-room  may  produce  the  most  satis- 
fying results. 

2.  Elmotion.     The  special  senses  are  the  connecting 

75 


76  THE  ESSENTIALS  OF  CHILD  STUDY 

links  or  paths  thru  which  the  external  may  become  in- 
ternal ;  the  muscles,  the  organs  by  means  of  which  the 
internal  is  made  to  appear  external — i.  e.,  expressed  or 
recorded.  It  is  these  organs  that  play  the  important 
role  in  the  transformation  from  the  strictly  physical 
to  the  predominantly  psychical.  It  is  these  organs 
also  that  are  most  affected  by  education.  The  special 
senses  act  as  the  instruments  for  gathering  intelli- 
gence (knowledge),  the  muscles  for  distributing  it. 

The  emotions  are  the  most  subtle  of  all  the  elements 
of  mind  and  by  far  the  most  difficult  to  yield  to  scien- 
tific treatment.  For  this  reason  there  is  a  dearth  of 
scientific  data  concerning  the  nature  and  treatment  of 
the  feelings,  altho  they  make  up  at  least  four-fifths 
of  the  whole  life  of  man.  The  effort  to  solve  the  intri- 
cacy of  feelings,  and  to  educate  them,  has  been  one 
of  indirection  thru  knowing  or  willing. 

If  we  include  the  feelings  under  the  emotions  we 
may  consider  them  as  first  of  all  psychic  phenomena 
to  appear  with  definiteness  to  the  child.  Men  differ 
greatly  in  intelligence  but  only  slightly  in  feelings. 
Hence  the  commonality  of  children.  The  feelings  are 
racial  and  common.  Experience  separates  us,  feelings 
unite  us.  Partridge  quotes  G.  Stanley  Hall  as  saying: 
"Pleasure  and  pain  have  been  the  great  educators  in 
the  world — a  truth  which  in  the  present  artificial-  con- 
ditions of  life  we  are  likely  to  forget."  The  easiest 
approach  to  the  study  of  the  emotions  is  thru  a  study 
of  the  basal  feelings. 

3.  Fears.  The  fears  of  children  as  well  as  of  adults 
differ  greatly,  due  in  part  to  environment,  stage  of 
development,  state  of  health,  fatigue,  heredity.  Make 
a  list  of  the  fears  that  seem  to  be  due  to  the  latter 
cause.     What  are  some  of  the  things  that  excite  fear 


ORGANIC  SENSATIONS 12_ 

in  children?     How  do  you  account  for  these  fears? 
Are  children  more  or  less  fearful  than  adults?    Why? 

The  tendency  of  the  child  is  to  pass  thru  all  the 
fears  of  the  race  somewhat  abbreviated.  Fears  that 
have  been  found  useful  to  the  race,  persist  and  are 
inherited  as  instincts.  These  continue  to  exist  long 
after  their  usefulness  thru  changed  civilization  has 
passed  away.  The  great  category  of  ancestral  fears 
may  often  remain  in  the  child's  mind  as  a  mere  germ 
or  rudimentary  fear — the  spice  of  life — or,  thru  con- 
centration, one  or  more  of  these  incipient  fears  may 
be  developed  into  morbid  fears,  or  persistent  ideas  un- 
dermining the  whole  life.  It  is  both  cruel  and  danger- 
ous to  arouse  needless  fears  in  children  for  the  pur- 
poses of  control. 

A  neurotic  person  increases  the  fears  of  children. 
;  Hence,  a  nervous  mother  or  teacher  is  apt  to  produce 
untold  injury  and  should  be  relieved  of  the  care  of 
childrenj  It  must  not  be  inferred,  however,  that  it 
would  be  advisable  to  free  the  individual  from  all  fear, 
even  if  that  could  be  done,  for  fear  has  its  legitimate 
place  and  is  a  strong  motive  in  education  and  progress. 

To  determine  this  i)lace  and  to  know  how  to  evalu- 
ate the  fears  of  children  it  is  necessary  to  increase  our 
knowledge  of  the  subject.  This  can  be  accomplished 
in  one  of  three  ways:  i.  Introspection  of  our  pre- 
sent fears,  and  thru  memory,  those  of  childhood.  2. 
By  gathering  and  studying  the  fears  of  a  great  num- 
ber of  children,  differing  in  age,  sex.  nationality,  en- 
vironment. 3.  By  carefully  observing  and  recording 
the  beginning,  development  and  disappearance  of  fears 
in  individual  children. 

The  study  of  children's  fears,  already  made,  indi- 
cates that  the  majority  of  fears  are  of  an  indefinite 


78  THE  ESSENTIALS  OF  CHILD  STUDY 

type,  "a  vague  something  I  know  not  what,"  while  a 
very  small  per  cent  are  based  upon  real  danger.  Many 
of  these  fears  no  longer  serve  any  useful  purpose. 
Girls  are  more  subject  to  fear  than  boys.  Education 
has  a  tendency  to  remove  indefinite  and  useless  fears. 
A  plan  for  studying  the  fears  of  children  will  be 
given  in  class.  The  tendency  of  fear  is  to  restrain 
action  and  to  lessen  the  joy  of  living.  Overwork,  de- 
ranged nervous  system,  and  ill  health  are  among  the 
principal  causes  of  fear. 

SIGNS   OF  FEAR  RESULTING   FROM   UNUSUAL 
SOUNDS 

1.  "Twelfth  day.  Fright  from  a  sharp  exclamation 
was  shown  by  a  short,  gasping  cry  lasting,  how- 
ever, but  a  second  or  two."  Geo.  Van  Ness  Dear- 
born, Moto-Sensory  Development,  page  9. 

2.  "Considerably  earlier,  nineteenth  day,  R.  was 
frightened,  so  it  seemed,  by  ringing  a  small  break- 
fast bell  near  him  as  he  lay  nursing.  At  first  he 
stopped  sucking,  held  his  breath  for  a  moment, 
then  broke  out  crying."  D.  R.  Major,  First  Steps 
in  Mental  Growth,  page  89. 

3.  "On  the  thirtieth  day  this  fright  was  still  more 
strongly  manifested.  I  was  standing  before  the 
child  as  he  lay  quiet,  and  being  called  I  said  aloud, 
without  changing  my  position  'ja'  (yes).^  Directly 
the  child  threw  both  arms  high  up,  quickly,  and 
made  a  convulsive  start  with  the  upper  part  of  his 
body,  while  at  the  same  time  his  expression,  which 
had  been  one  of  contentment,  became  very  se- 
rious."    Preyer,  The  Mind  of  the  Child,  page  82. 

4.  "Fifth  week.  The  baby  was  lying  half  asleep  on 
my  lap  when  her  tin  bath  was  brought  in  and  set 
down  rather  roughly,  so  that  the  handles  clashed 
on  the  sides.  At  this  she  started  violently,  with  a 
cry  so  sharp  that  it  brought  her  grandfather  anx- 


The  first  five  are  probably  not  "fear"  so  much  as  "shock." 


OBSERVATIONS  ON  SIGNS  OF  FEAR  79 


iously  in  from  two  rooms'  distance ;  she  put  up  her 
lip  at  the  same  time,  with  regular  crying  grimaces 
known  to  every  nursery."  Milicent  Shinn,  The 
Biography  of  a  Baby,  page  8i. 

5.  "Once  when  he  was  sixty-six  days  old  I  happened 
to  sneeze,  and  he  started  violently,  frowned, 
looked  frightened,  and  cried  rather  badly;  for  an 
hour  afterward  he  was  in  a  state  which  would  be 
called  nervous  in  an  older  person,  for  every  slight 
noise  made  him  start."  Chas.  Darwin,  Mind, 
2:286. 

6.  "On  the  sixty-eighth  day  R.  was  frightened  by 
the  strange  sound  made  by  gently  tapping  on  a  tin 
cup;  and  even  as  early  as  the  last  week  of  the  first 
month  strangeness  seemed  to  be  a  factor  of  fear- 
producing  sounds."  D.  R.  Major,  First  Steps  in 
Mental  Growth,  page  91. 

7.  "Ninety-seventh  day.  She  listened  to  the  crack- 
ling of  a  piece  of  brown  paper  and  when  it  was 
carried  behind  her  she  nearly  sat  up,  by  a  sudden 
movement,  to  look  at  it.  When  the  paper  was 
brought  near  to  her  she  was  very  afraid  of  it,  and 
even  of  me,  although  I  no  longer  held  it.  Fear 
is  shown  by  her  starting  backwards,  etc.,  and  by 
closing  the  eyes."  Geo.  Van  Ness  Dearborn,  Mo- 
to-Sensory  Development,  pages  44-55- 

8.  "A  child  of  three  and  a  half  months  in  the  midst 
of  the  alarm  of  a  house  on  fire  surrounded  by 
flames  and  tottering  walls,  showed  neither  aston- 
ishment nor  fear.  But  the  sound  of  the  bugle  and 
of  the  firemen  coming  up  and  the  noise  of  the 
engine  wheels  made  him  tremble  and  cry." 
Perez,  First  Three  Years  of  Childhood,  page  64. 

9.  "Before  the  present  one  was  four  and  a  half 
months  old,  I  had  been  accustomed  to  make  close 
to  him  many  strange  and  loud  noises  which  were 
all  taken  as  excellent  jokes,  but  at  this  period  I 
one  day  made  a  loud  snoring  noise  which  I  had 
never  done  before.  He  instantly  looked  grave  and 
then  burst  out  crying."  Chas.  Darwin,  Mind, 
2:288. 


80  THE  ESSENTIALS  OF  CHILD  STUDY 

10.  "A  strong  wind  making  uproar  in  the  trees  quite 
upset  him  when  he  was  about  five  months  old,  tho 
he  soon  got  over  his  dislike  and  would  laugh  at 
the  wind  even  when  it  blew  cold."  James  Sully, 
Studies  in  Childhood,  page  409. 

11.  "176th  day.  L.  was  frightened  today  also  by  the 
loud  noise  of  putting  in  coal  under  the  window ; 
each  time  a  basket  full  was  turned  in,  her  attention 
was  engaged  to  it.  then  in  about  two  seconds  she 
would  cry  and  cling  convulsively  to  her  nurse's 
neck,  in  a  way  not  before  observed."  Geo.  Van 
Ness  Dearborn,  Moto-Sensorv  Development,  page 
80. 

12.  "The  first  symptom  of  fear  was  noticed  at  about 
nine  months.  It  was  excited  by  an  unusual  sound 
in  the  room  but  not  in  the  child's  immediate  neigh- 
borhood ;  he  opened  his  eyes  very  wide  and  burst 
out  crying."    Champneys,  Mind,  6:  106. 

13.  "Thus  Champneys  observed  (1881)  that  his  boy, 
when  about  nine  months  old  showed  signs  of  fear 
for  the  first  time,  becoming  attentive  to  any  un- 
usual noise  in  a  distant  part  of  the  room  opening 
his  eyes  very  wide  and  beginning  to  cry.  A  month 
or  so  later  this  child  had  a  toy  given  him,  that 
squeaked  when  it  was  squeezed.  The  child  at 
once  screamed,  and  screamed  afterward  again  and 
again  when  it  was  offered  to  him."  Preyer,  The 
Mind  of  the  Child,  page  167. 

14.  "Nine  months.  At  this  time  he  showed  a  shrink- 
ing sort  of  fear  when  he  heard  a  noise  like  a  ham- 
mer striking  something  in  the  next  room,  and  also 
when  he  heard  a  coal  fall  from  the  grate."  L. 
Hogan,  The  Study  of  the  Child,  page  19. 

QUOTATIONS  INDICATING  THE  CHILD'S  FEAR  OF 
ANIMALS 

I.  "A  little  girl  was  afraid  of  cats  as  early  as  the 
fourteenth  week  of  life."  Sigismund-Preyer,  The 
Mind  of  the  Child,  page  164. 


THE  CHILD'S  FEAR  OF  ANIMALS 81 

2.  "244th  day.  The  first  time  the  child  saw  a  cat  he 
excitedly  held  out  his  hands  to  touch  it,  but  when 
taken  near  enough  he  drew  back  and  turned  his 
suddenly  half  closed  eyes  away  from  the  cat." 
Winifred   Hall,   Child  Study   Monthly,  2:470. 

V  "In  the  ninth  month  I  observed  him  for  the  first 
time  cryint^.  turning  away,  and  drawing  back  from 
fear  when  a  small  dog  barked  at  a  nurse  who  vyas 
carrying  my  child  on  her  arm."  Prcyer,  Ttie  Mind 
of  the  Child,  page  167. 

4.  "321st  day.  L.  was  a  little  afraid  of  the  sight  of  the 
calves  today,  altho  she  has  not  been  so  before." 
Geo.  Van  Ness  Dearborn,  Moto-Sensory  Develop- 
ment, page  120. 

5.  "R's  first  sight  of  a  worm  (middle  of  the  nine- 
teenth month)  caused  fear.  The  child  was  sitting 
on  the  lawn  playing  when  a  little  worm  not  over 
an  inch  long  caught  his  eye.  He  at  once  began  to 
tremble  and  cry."  D.  R.  Major,  First  Steps  in 
Mental  Development,  page  103. 

6.  "I  may  give  as  an  instance  that  I  took  the  child  in 
question  when  two  and  a  quarter  years  old  to  the 
Zoological  gardens  and  he  enjoyed  looking  at  all 
the  animals  which  were  like  those  he  knew  such 
as  deer,  antelopes,  etc.,  and  all  the  birds,  even  the 
ostriches,  but  was  much  alarmed  at  the  various 
larger  animals  in  cages."  Chas.  Darwin,  Mind, 
2  :288. 

STRANGE    OBJECTS    AND    PERSONS 

1.  "Since  January  when  he  was  eleven  months  old, 
he  has  shown  fear  whenever  he  sees  a  wire  dress 
form  that  is  in  the  sewing  room,  and  all  our  efforts 
to  familiarize  him  with  it  seem  to  be  useless."  Mrs. 
Hogan,  The  Study  of  a  Child,  page  30. 

2.  "319th  day.  A  large  black  football  lay  unnoticed 
upon  the  floor  until  it  was  suddenly  kicked  toward 
the  child  whereupon  he  screamed  and  threw  his 
arms  about  his  mother's  neck  but  kept  his  head  so 


82  THE  ESSENTIALS  OF  CHILD  STUDY 

turned  as  not  to  lose  sight  of  the  ball."    Winifred 
Hall,  Child  Study  Monthly,  2:469. 

3.  "The  boy  when  about  a  year  old,  manifested  the 
most  abject  terror  at  the  sight  (and  sound)  of  a 
bright  red  humming  top  which  had  been  bought 
for  him."  Frederick  Tracy,  The  Psychology  of 
Childhood,  page  jy. 

4.  "For  example  when  just  twelve  weeks  old,  he  was 
quite  upset  by  his  mother  donning  a  red  jacket  in 
place  of  the  usual  flower  spotted  dress."  Jas.  Sully, 
Studies  in  Childhood,  page  410. 

5.  "107th  day.  In  the  sixteenth  week  the  child  cried 
upon  seeing  a  strange  face."  Winifred  Hall,  Child 
Study  Monthly,  2  1469. 

6.  "About  the  middle  of  the  fourth  month  she  cried 
while  a  caller  was  present,  dressed  in  black  with 
a  large  hat."  Milicent  Shinn,  The  Biography  of  a 
Baby,  page  135. 

7.  "4  months,  10  days  later  she  was  quite  upset  when 
her  father  leaned  over  suddenly  bringing  his  face 
into  view  from  one  side."  Milicent  Shinn,  The 
Biography  of  a  Baby,  page  135. 

8.  "About  the  same  time  (on  the  137th  day)  I  ap- 
proached with  my  back  towards  him  and  then 
stood  motionless ;  he  looked  very  grave  and  much 
surprised,  and  would  soon  have  cried  had  I  not 
turned  around." 

9.  "^  months.  In  the  first  week  of  the  month  she 
was  frightened  by  some  one  who  came  in  suddenly 
between  her  and  her  mother,  in  a  strange  house 
and  spoke  abruptly  in  a  deep,  unfamiliar  voice;  and 
after  that  she  often  cried  when  strange  men  took 
her  or  came  near  her  especially  if  they  were 
abrupt."  Milicent  Shinn,  The  Biography  of  a 
Baby,  page  171. 

10.  "200th  day.  L.  cried  repeatedly  today  at  a  strange 
gentleman  with  white  hair."  Geo.  Van  Ness 
Dearborn,  Moto-Sensory  Development,  page  86. 

11.  "In  the  latter  part  of  the  fifteenth  month,  the  child 
R.  had  a  big  cry  when  the  doctor  who  had  had 


FEAR  OF  FALLING 83 

much  experience  with  babies  wanted  to  take  him 
in  his  lap."  D.  R.  Major,  First  Steps  in  Mental 
Growth,  page  107. 
12.  "The  child  R.  in  the  twenty-fourth  month  ran  to 
his  mother  and  hid  his  face  in  the  folds  of  her  dress 
when  I  appeared  one  day  wearing  a  strange  hat." 
D.  R.  Major,  First  Steps  in  Mental  Growth,  page 
q6. 

FEAR   OF   FALLING 

1.  "Fear  was  first  manifested  in  the  fifth  week.  The 
child  was  laid  nude  on  the  bed,  whereupon  he 
started  and  threw  up  his  arms  as  tho  afraid  of 
falling.  His  fears  were  removed  by  throwing  a 
light  covering  over  him  or  by  putting  on  a  gar- 
ment." Winifred  Hall,  Child  Study  Monthly,  2  :  469. 

2.  "Fifth  month.  When  after  having  been  carried 
on  the  arm  he  was  lowered  suddenly  he  managed 
to  take  a  firm  hold  with  his  hands  to  protect  him- 
self from  falling,  and  it  seemed  disagreeable  to 
him  to  be  raised  very  high."  Tiedemann,  Record  of 
Infant-Life,  page  22. 

3.  "178th  day.  L.  for  the  first  time  showed  undoubted 
fear  of  falling  while  being  carried  upstairs.  She 
was  looking  down  the  stairs  and  clung  convul- 
sively, unmistakably  afraid,  to  the  neck  of  the  per- 
son carrying  her.  Geo.  Van  Ness  Dearborn,  Mo- 
to-Sensory  Development,  page  80. 

4.  "In  the  latter  part  of  R.'s  nineteenth  month  he  de- 
veloped the  very  curious  fear  of  narrow  cracks  in 
side-walks.  When  we  came  to  them  while  out  for 
a  walk,  he  would  stop,  utter  a  fretful  cry  and 
refuse  to  step  across  them  tho  in  many  cases  they 
were  not  over  an  inch  wide."  D.  R.  Major,  First 
Steps  in  Mental  Growth,  page  iii. 

FEAR    OF    THE    DARK 

I.  "2  years,  4  months.  On  the  evening  of  Nov.  30, 
1Q03,  the  first  instance  of  what  was  possibly  a  dis- 
tinct fear  of  the  dark  was  noticed.     Ruth  wanted 


84  THE  ESSENTIALS  OF  CHILD  STUDY 


to  go  out  in  the  back  room  to  put  the  butter  away 
in  the  refrigerator.  The  room  was  dark.  She  at 
first  peeped  cautiously  around  the  door  and  then 
said  'Mama,  watch  Ruth  put  away  butter.'  When 
she  was  thru  she  ran  back  into  the  kitchen  saying, 
'Tiger  will  get  Ruth.'  "  C.  F.  and  I.  C.  Chamber- 
lain, Fed.  Sem.,  ii  :  274. 

Other  cases  should  be  added  to  the  above  list,  in- 
cluding personal  observations.  The  development  of 
accuracy  in  observing,  interpreting,  and  recording 
child  activity  is  essential  both  in  child  study  and  suc- 
cessful teaching.  Too  often  the  teacher's  knowledge 
of  the  child  is  so  vague  that  she  can  be  of  no  aid  in 
his  enfoldment,  and  may  even  thwart  his  highest  de- 
velopment. It  is  pitiful  to  see  the  cruel  waste  of  time 
and  energy  to  meet  demands  that  have  no  place  what- 
ever in  true  development. 

REFERENCES 

1.  Bozi'Ies,   Mary   E.     Emotions   of   Deaf    Children    Compared 

with  Emotions  of  Hearing  Children.     Ped.  Sem.,  3 :  330- 
334;  also  in  Child  Study  Mo.,  1:213-215. 

2.  Calkins,  Mary  W.     The  Emotional  Life  of  Children.     Ped. 

Sem.,  3:319-330;  also  The  Relation  of  Feeling  to  Emo- 
tion.    Psych.  Bulletin,  5  :  340-344- 

3.  Cohbe,  F.  P.     Education  of  the  Emotions.     Fortn.,  49  "•223- 

236. 

4.  C.ompayre,  G.     Intellectual   and  Moral  Development  of  the 

Child,  pp.   165-188. 

5.  Darwin.     Biography  of  Infant.     Mind.,  2 :  285-294. 

6.  Drummond,   W.  B.    The  Child,   His   Nature  and   Nurture, 

pp.  83-86. 

7.  Drummond,    W.   B.     An    Introduction    to    Child    Study,   pp. 

212-217. 

8.  Gurney,   Edmund.     What   Is   an   Emotion?     Mind.,   9:421- 

426. 


REFERENCES  ON  EMOTION  85 

9.     Hall,  C.   Stanley.     A   Study   of   fears.     Am.   Jour.    Psych., 
8:147-248;  Adolescence,  2:370-373. 

10.  Hall,   Mrs.    W.    S.     The    First    Five    Hundred    Days    of    a 

Child's  Life.     Child  Study  Mo.,  2:469-471. 

11.  Harrison,  Mary  M.     Children's  Sense  of  Fear.     Arena,  16: 

960-969. 

12.  Holbrook,    Agnes    S.     Fears    in     Childhood.     (Studies     in 

Educa.,  Earl  Barnes,  Vol.  i,  pp.  18-21  ;  see  also  pp.  123, 
175) 

13.  Irons,  D.     Nature  of  Emotion.     Philos.  Rev.,  6:242-256. 

14.  Irons,  D.     Recent  Developments  in  the  Theory  of  Emotion. 

Psych.  Rev.,  2 :  279-284. 

15.  James,  IV.     What  is  an  Emotion?     Mind.,  9:  188-205. 

16.  Kirkpatrick,  E.  A.     Fundamentals  of   Child   Study,   pp.  99- 

106. 

17.  King,  Irving.     The   Psychology  of   Child  Development,  pp. 

43-63. 

18.  M'Lennan,   S.    F.      Emotion,    Desire    and    Interest.      Psych. 

Rev.,  2 :  462-474. 

19.  Marwedel,  Emma.     Conscious  Motherhood,  pp.  134-142,  387- 

401. 

20.  Moore,  Kathleen.    Mental  Development  of  a  Child,  pp.  37-41, 

89. 

21.  Mosso,  Angela.     Fear,  pp.  213-225. 

22.  Oppenheirn,    Nathan.     Fear    in    Babies.     Child    Study    Mo., 

2 :  32-34- 

23.  Patchy   Kate    Whiting.      The    Sensitive    Child.    Kind.    Rev., 

17:416-420. 

24.  Payton,    C.    L.     Feeling   as    a    Factor    in    School    Training. 

N.  Y.  School  Journal,  64:594-595,  615. 

25.  Perez,    B.     First    Three    Years    of    Childhood,    pp.    23-32, 

60-66. 

26.  Preyer,  W.     The  Senses  and  the  Will,  pp.  140-176;     Infant 

Mind,  pp.  16-29. 

27.  Scott,  Colin  A.     Study  of  Children's  Fears  as  Material  for 

Expression  and  a  Basis   for   Education   in  Art.     Trans. 
111.  Society  for  Child  Study,  3:  12-17. 

28.  Shinn,  Milicent   W.     The  Biography  of  a  Baby,  pp.  28-83, 

127-136. 


86 THE  ESSENTIALS  OF  CHILD  STUDY 

29.  Shinn,  Milicent  IV.  Notes  on  the  Development  of  a  Child, 

2:  211-298. 

30.  Siviter,  Anna  P.    Fear  of  Childhood.    Kind.  Mag.,  12 :  82-87. 

31.  Slack,  H.    JV.     Origin   and  Development  of  the  Emotional 

Nature.     Child  Study  Mo.,  6:96-105. 

32.  Stanley,  H.  M.     A  Study  of  Fear  as  a  Primitive  Emotion. 

Psych.  Rev.,  i  :  241-256. 
2,Z-    Stryker,    Mabel    F.     Children's    Joys    and    Sorrows.     Child 

Study  Mo.,  4:  217-224. 
34.     Sully,  James.     Studies  of  Childhood,  pp.  191-227. 
35-     Suzsalo,   Henry.     The    Training   of   the    Child's    Emotional 

Life.     Proc.  N.  E.  A.,  1907,  pp.  905-909. 

36.  Tanner,  Amy  E.     The  Child,  pp.  212-225. 

37.  Taylor,  A.  R.     The  Study  of  the  Child,  pp.  1-6,  106-111. 

38.  Tracy,  Fred.     Psychology  of  Childhood,  pp.  38-47;  7th  Ed., 

pp.  38-40,  75-79- 

39.  Tyrrell,  M.  A.     Fear  in  the  Home  and  the  Household.     19th 

Cent.,  63  :  447-453,  IQOS. 

40.  Vostrovsky,    Clara.    A    Study    of    Children's    Superstitions, 

Studies  in  Educa.,  Earl  Barnes,  i  :  123-143. 


CHAPTER  XIV 
A  SUPPLEMENT  TO  FEELING 

AN    INTROSPECTIVE    STUDY    OF    FEARS 

1.  Make  a  list  of  all  your  early  fears  in  order  of 
their  vividness,  underscore  those  that  seemed  most 
persistent,  and  whenever  possible  give  the  age  when 
the  fear  was  most  prominent. 

2.  Describe  some  of  the  symptoms  of  your  most 
vivid  early  fears,  also  the  eflfects.  Were  they  of  fre- 
quent occurrence? 

3.  What  have  you  found  to  be  most  helpful  in  dis- 
pelling needless  fears? 

4.  What  fears  still  persist  in  coming  up  even 
against  your  better  judgment? 

5.  Have  you  discovered  any  relation  between  the 
recurrence  of  those  fears  and  the  state  of  your  health, 
including  fatigue? 

A  PLAN  FOR  GATHERING  DATA  ON  CHILDREN'S 

FEARS 

After  distributing  papers  to  the  class  for  a  written 
exercise,  have  each  person  head  the  paper  with  his 
name,  age,  grade  and  school.  Then  ask  all  to  write 
as  much  as  they  can  on  the  subject  which  you  will  in- 
dicate on  the  board.  Tell  them  that  you  wish  to  know 
all  the  things  that  people  fear.  Do  not  discuss  the 
subject,  nor  announce  it  until  ready  to  begin  writing. 
Place  the  following  on  the  board : 

I.  Name  all  the  things  that  you  can  remember 
having  once  feared. 

87 


88  THE  ESSENTIALS  OF  CHILD  STUDY 

2.  What  things  used  to  frighten  you?       Why  do 
you  think  you  were  afraid  of  them? 

3.  How   old   were   you  when   you    were   afraid   of 
these  things? 

4.  What  are  some  of  the  things  you  are  afraid  of 


now 


5.  Can  you  tell  how  you  feel  and  act  when  you  are 
afraid? 

A    STUDY    OF    FEAR  IN    INFANTS 

An  outline  for  studying  the  fears  of  an  individual 
child.  Give  the  name,  age,  nationality,  height,  weight, 
health  and  temperament  of  the  child: 

1.  Make  a  list  of  all  the  things  that  the  child  fears. 

2.  How  does  the  child  express  his  fears  by  what 
questions,  physical  signs,  sounds  or  words? 

3.  How  does  he  learn  to  fear  harmful  objects? 
Does  telling  suffice?  Is  one  painful  experience  suffi- 
cient? 

4.  What  unreasonable  fears  has  he?  What  class 
of  fears  seems  to  be  most  vivid  and  persistent?  State 
the  origin  of  his  fears,  if  known. 

5.  What  fears,  if  any,  has  the  child  outgrown? 
Hiow  was  this  change  brought  about? 

6.  Is  the  child  especially  afraid  of  the  mysterious 
and  unknown?  When  were  the  signs  of  each  fear 
first  noticed?     Give  examples. 

7.  When  and  how  did  the  child  first  show  signs  of 
fear  in  displeasing  those  in  authority? 

8.  Do  you  know  any  of  his  fears  that  are  traceable 
to  the  suggestions"  of  others?  What  ones?  What  of 
these  fears  seem  traceable  to  heredity? 

.Other  items  may  occur  to  the  one  making  the  obser- 
vation. Do  not  fail  to  note  them  as  they  may  prove 
helpful. 


A  STUDY  OF  FEARS  89 


FACTS    OBTAINED    FROM    A    STUDY    OF    FEARS 

The  follovvinj^  facts  were  obtained  from  collating 
the  answers  of  727  students  of  the  University  of  Ne- 
braska (male  107,  female  620)  on  Fear  as  given  in 
the  Supplement  under  the  head,  "Introspective  Study 
of  Fears." 

Grouping  of  the  more  common  fears  according  to 
the  number  of  times  mentioned. 

1.  Fear  of  darkness  or  due  to  the  dark;  male  in, 
female  766. 

'  TIME.S     MENTIO.NED 

Male 

1.  Darkness    n 

2.  Catching  feet  in  the  dark 11 

3.  Unusual  sounds  at  night 12 

4     Following  at  night 5 

5.  Jumping  out  from  dark  places 3 

6.  Eyes  in  the  dark 3 

7.  Peeping  at  night 

8  White  spots  in  dark 

9.  Monster  in  dark 

Total Ill  766  877 

2.  Fear  of  animals,  total  mention;  male  141,  female 

^        ■  ANIMATES  AND  TIMES  MENTIONED 

M.  F.  Ttl.  M.     F.    Ttl. 

Snakes    44  301  345      Wild  animals 16     102     118 

Strange  cattle 2  142  144      Mice    5     100     105 

Worms  7  105  1 12      Bugs   5      5i      56 

Spiders  5  77  82      Horses    44      44 

Rats 9  2,7  46      Bees 30      30 

Cats 5  2>7  42      Sitting  hens 2      23      25 

Toads    2  23  25  Turkey  gobbler. .    ..       14       14 

Domestic  animals    9  t2  21      Chickens 14       M 

Hogs 14  14                                   

Dogs   30  180  210          Total  141   1306  1447 

Other  animals  mentioned  fewer  times  were :     Wolves,  bears, 
coyote,  caterpillar,  cockroach,  dragonfly,  goats,  sheep,  geese. 


;male 

Total 

523 

600 

93 

104 

44 

56 

33 

38 

2.7 

40 

9 

12 

II 

II 

9 

9 

7 

7 

90  THE  ESSENTIALS  OF  CHILD  STUDY 

3.  Fear  of  strange  or  undesirable  people,  total  men- 
tion ;  male  80,  female  656. 

CLAS5    AND  TIMES    MENTIONED 

M.  F.  Ttl.  M.  F.    Ttl. 

Burglars    14  no  124      Indians  5  107     112 

Tramps     14  84  98      Strangers 16  81      97 

Drunken  men 14  72  86      Gypsies 75      75 

Negroes  63  63  A  particular  per- 

Policemen    5  12  17         son 5  23      28 

Boys    12  12      Chinamen 7        7 

Blind  or  deformed  

people  7  10  17          Total 80  656    736 

4.  Phenomena  of  nature,  total  mention :  male  103, 
female  607. 

ELEMENTS  AND  TIMES   MENTIONED 

Male 

1.  Lightning   23 

2.  Thunder   26 

3.  Storms    14 

4     Water   14 

5.  Fire    5 

6.  Wind  9 

7.  Earthquake    2 

Total 103  607  700 

Eclipse,  snow,  stars,  fog,  woods,  open  spaces,  rain,  rainbow, 
moonlight,  are  alsb  mentioned. 

5.  High  places  and  falling,  total  mention;  male  18, 

female  114. 

Male  Female  Total 

1.  Falling    7             56  63 

2.  High  places  9             28  37 

3.  Crossing  bridge  2             30  32 

Total 18  114  132 


male 

Total 

119 

142 

no 

136 

112 

126 

93 

107 

91 

96 

70 

79 

12 

14 

A  STUDY  OF  FEARS 


91 


6.     Fears    of    the    supernatural,    times    mentioned; 
male  75,  female  313. 


M.     F.    Ttl. 


84    112 


Ghosts     (bogie 

man)  28 

World  coming  to 

end    2 

Cemetery  14 

Dreams 5 

Big  eyes  

7.     Special   objects,   times   mentioned ;   male   20,   fe- 
male 182. 


40 

42 

14 

28 

14 

19 

9 

9 

M. 

Deaths    19 

Corpse    5 

Weird  stories 

Hell  2 

Devil 


F. 

Ttl. 

82 

lOI 

35 

40 

21 

21 

9 

II 

S 

5 

Total  75    313 


M. 


Trains 2 

Gun  7 

Knives    2 

Blood    5 

Holes    

Machinery 33 

Shadows    21 


F. 
47 
23 
16 

7 
9 


Ttl. 
49 
30 
18 
12 
9 
33 
21 


M. 

Violence 2 

Strange  places. . .     2 
Babies      (kittens, 
chickens,  etc.)  .    . . 


F. 

Ttl. 

12 

14 

7 

9 

Total 


20     182    202 


Other  things  mentioned,  principally  by  the  girls,  were :  Hair- 
less and  headless  dolls,  jails,  haunted  places,  deserted  houses, 
scenic  railroad,  electric  wires,  black  clothes,  fur  rugs,  feathers. 

8.  Fear  of  personal  injury,  times  mentioned:  male 
33,  female  410. 


M.     F.    Ttl. 


54 

175 

33 

35 

33 

33 

23 

23 

14 

14 

9 

9 

M. 
Disapproval    ....     2 

Accident 2 

Losing  parents. . .     2 

Stage  fright 2 

Being  lost  2 

Contagious    


F. 

Ttl. 

40 

42 

33 

35 

23 

25 

21 

23 

9 

II 

9 

9 

Being     alone     at 
night   21 

Punishment 2 

Being  kidnapped .    . . 

Buried  alive 

Being  poisoned  . .    . . 

Being  suffocated.    . . 

Doctors  and  den- 
tists          9        9 

Mention  is  also  made  of  insanity,  choking,  fever,  medicine, 

going  blind,  shooting  oneself,  cancer,  being  a  dwarf,  falling  under 

train,  falling  of  plaster,  roof,  tree,  sky. 


Total 33    410    443 


92  THE  ESSENTIALS  OF  CHILD  STUDY 

From  the  above  tabulation  it  appears  that  the  107 
men  gave  the  expression  to  581  particular  fears,  an 
average  of  5.4,  while  the  620  women  gave  expression 
to  4354  special  fears,  an  average  of  7.  This  indicates 
that  women  are  more  expressive,  else  more  subject  to 
fear,  than  men.    There  are  other  sex  differences  shown. 

Many  fears  mentioned  by  women  are  not  found  in 
the  papers  of  the  men,  while  a  few  of  the  fears,  as 
cemetery,  are  given  in  larger  proportion  by  the  men. 

SYMPTOMS  OF  FEAR  AS  EXPRESSED  BY  THE 
SUBJECT 

Heart  Action 

MORE   ACTIVE  LESS    ACTIVE 

M.  F.                                               M.  F. 

Quickened  pulse   28  72  Heart  stands  still 23 

Flushing 9  7  Pale 9  I9 

Bursting  head 2  2  Faint  feeling 16 

Hot  and  dry 5  5  Chills    26  54 

Perspire   2  5 

Respiration 
Rapid  breathing 5        2      Loss  of  breath 7      56 

Motor  Action 

Desire  to  run 19  130      Rigid   and  tense 7  103 

Desire  to  cover  up 7  61  Shrinking    (sinking)..    ..  28 

Scream 63      Can  not  speak 12 

Sharp  looking  around.    ..  12  Starting      with      fixed 

Extreme  nervousness  ...  47          eyes   5  16 

Trembling  30  100      Numbness   2  5 

Shrug   and   think  rap-                     Dizzy  and  sleepy 16 

idly    12      Close  eyes  and  ears 9 

Creepy  feeling  5  5      Shudder  5 

It  is  difHcult  to  analyse  the  symptoms,  since  they 
have  not  always  been  fully  expressed  and  in  many 
cases  omitted  altogether.  All  signs  of  quickened 
action,  as  rapid  breathing,  flushed  face,  desire  to  run, 


A  STUDY  OF  FEARS 93 

etc.,  seem  to  be  grouped;  when  one  is  present  the 
others  are  present  also;  so  with  the  inactive  symp- 
toms. Slight  fear  increases  action  but  greater  fear 
paralyzes. 

Some  After  Effects  of  Fear 

M.     V.                                              M.  F. 

Physical  exhaustion. . .  37     11 1       I*"atiguc  11  43 

Crying  spell    43       Fxtrenic  nervousness  .     5  26 

Depression    11       22       Exciting  dreams   6  18 

Dazed  12      Irritable   3  10 

The  answer  to  the  above  question  was  frequently 
omitted  in  the  papers  tabulated. 

Aids  in  Dispelling  Fear 

M.     F.                                               M.  F. 

Reason    62     250       Investigation 16  124 

Diverting  attention  ...   21     135      Faith  3  26 

Company    19      y^  , 

Ridicule    2      26          Total  165  753 

Force  of  will 42     119 

Conditions  that  Accentuate  Fear 

Fatigue 28    254      III  health  19  154 

Nervousness  5     105      Exciting  stories  2  16 

FEARS    THAT    STILL    PERSIST 
(Juniors  and  Seniors  in  the  University) 

M.     F.                                               M.  F. 

Darkness   40    217      Strangers     2  16 

Being  alone 93      .Sitting  hens    7  9 

Burglars 7      65      Tramps    2  14 

Storms    5       56      Falling    2  14 

Dogs   16      28      Insane  men  2  12 

Water  5      28      Corpse    5  9 

Winds 28      Accident  to  family 14 

Accident  to  self 2      26      Gun   2  9 

Height    2      26      Rats    2  9 

Bugs    26      Death   5  5 

Disapproval 2       19      Being  buried  alive 9 


94 


THE  ESSENTIALS  OF  CHILD  STUDY 


FEARS  THAT  STILL  PERSIST— Continued 
(Juniors  and  Seniors  in  the  University) 


Imaginary  monsters 

Snakes   

Mice    

Worms 

Lightning    14 

Spiders  2 

Drunken  men 2 

Fire 

Strange  cattle 

Following  after  2 

Catching  feet 

Springing    upon    from 
the  dark 2 


F. 
7 
131 
72 
61 
47 
37 
30 
28 
28 
19 
19 

16 


M.     F. 

Thunder 16 

Horses    14 

Cemetery  7  7 

Stage  fright   2  12 

Crossing  bridge    12 

Peeping  in  window...     2  9 

Wild  animals  7  5 

Ghosts    5  5 

Weird  sounds 2  7 

Cats 9 

Total 17s  1323 


Many  more  fears  were  given  as  continuing  until 
the  present.  These  being  represented  by  eight  or 
fewer  cases  are  not  given  in  the  above  table.  About 
one-third  of  the  earliest  fears  seem  to  persist. 


AGE   WHEN    FEAR   WAS    MOST   PROMINENT 

Darkness 

Age  I     2    3    4    5    6    7    8    9  10  II  12  13  14  15  16  17  18 

Female  . .  3    8  14  20  26  34  39  44  48  45  47  yj  29  14  xi  11  5    2 

Male  ....   I     3    6    8  11  15  15  16  17  18  17  15  15  6    6    3  3  .. 

Storms,  Lightning,  Thunder 

Age  I     2    3    4    5    6    7    8    9  10  II  12  13  14  15  16  17  18 

Female  . .  2    6    6    9  12  21  27  36  39  42  50  43  43  41  41  29  26  14 
Male 33688889998888632 

Tramps,  Indians,  Negroes,  Gypsies 

Age  I    2    3    4    5    6    7    8    9  10  II  12  13  14  IS  16  17  18 

Female  ..  i    3    5  11  18  38  41  44  42  29  30  14  12    6    s    5    3    3 
Male I    2    2    433    3    2 


A  STUDY  OF  FEARS 


95 


Animals,  Snakes,  Dogs,  Cattle 

Age   I     2    3    4    5     6    7     8    9  10  11   12  13  14  15  16  17  18 

Female  ..  4  15  18  20  29  48  53  54  60  42  41  36  39  21   18  15    6    5 
Male   ....255555966552221111 

Ghost,  Bogieman,  Monster 

Age  I     2    3    4    5    6    7    8    9  10  II   12  13  14  15  16  17  18 

Female  ...     i     3    9    7  i7  I5  M  i?  14  I7  M  12    4    3     i   ..    .. 
Male I     2325     5    5546632     I.... 

Being  Alone 

Age  I     2    3    4    5    6    7    8    9  ID  II  12  13  14  15  16  17  18 

Female  ..3    5    6    8    9  12  12  11  11     9  I5  n    9    9  12  11     9    9 
Male   I     I     2235333333632     I     I.. 

Catching  Feet 

Age  I     2    3    4    5    6    7    8    9  10  II  12  13  14  15  16  17  18 

Female 12368  11  15    995433     i- 


Many  papers  failed  to  give  the  time  when  the  fears 
were  most  pronounced ;  others  gave  a  period  of  time 
extending  over  several  years,  as  "two  to  six,"  "six  to 
ten,"  "eight  to  twelve,"  etc. ;  while  others  were  quite 
definite  giving  the  exact  year. 


CHAPTER  XV 
FEELING— Continued 

(4).  Surprise  and  astonishment  are  closely  related 
to  fear;  novelty  of  impression,  ignorance,  quickness  of 
movement,  or  suddenly  meeting  the  unexpected  being 
the  underlying  causes  of  all  three. 

Surprise  indicates  a  more  active  or  less  intense  state 
than  astonishment.  The  former  may  occur  in  the 
second  or  third  week,  the  latter  probably  not  much 
before  the  sixth  month. 

What  are  the  motor  symptoms  of  the  latter?  How 
do  you  account  for  the  universality  of  the  expression 
of  the  various  feelings  by  different  peoples? 

OBSERVATIONS  INDICATING  THE  BEGINNING  OF 
SURPRISE  AND  ASTONISHMENT 

1.  "Twenty-first  day.  When  gently  slapped  on  the 
cheek  while  nursing,  she  seemed  surprised  and  then 
puckered  up  her  mouth  and  cried  loudly."  Geo. 
Van  Ness  Dearborn,  Moto-Sensory  Development, 
page   17. 

2.  '*A  little  girl  of  less  than  a  month,  on  being  taken 
downstairs  into  new  quarters  stared  around  in 
great  wonder  for  a  time,  but  this  soon  passed 
away."  Fred  Tracy,  Psychology  of  Childhood, 
page  82. 

3.  "Six  to  seven  weeks.  She  lay  making  cheerful 
little  sounds  and  suddenly  by  some  new  combina- 
tion of  the  vocal  organs,  a  small  high  crow  came 
out — doubtless  causing  a  most  novel  sensation  in 
the  little  throat,  not  to  speak  of  the  odd  sound. 
The  baby  fell  silent  instantly  and  a  ludicrous 
look  of  astonishment  overspread  her  face."  Mili- 
cent  Shinn,  The  Biography  of  a  Baby,  page  86. 

96 


FEELING 97 

4.  "Seventy-third  day.  She  made  a  large  vocal  sound, 
seemed  surprised,  and  then  laughed  aloud."  Geo. 
V.  N.  Dearborn,  Moto-Sensory  Development,  page 

33- 

5.  "Thus  it  is  recorded  that  in  the  tenth  week  the 

sound  produced  by  striking  a  wine  glass  excited  an 
agreeable  wonder."  Jas.  Sully,  Studies  of  Child- 
hood, page  409. 

6.  Five  and  a  half  months.  "C.  when  he  first  began 
to  notice  reflections  of  the  fire  and  other  objects  in 
a  mirror  showed  considerable  marks  of  surprise." 
Jas.  Sully.  Studies  of  Childhood,  page  406. 

7.  "At  the  age  of  five  months  and  a  half,  the  exclama- 
tion 'ah'  expressed  for  the  first  time  his  astonish- 
ment and  his  pleasure."  Tiedeman,  Record  of 
Infant  Life  (Perez  Trans),  page  27. 

8.  "Twenty-second  week.  When  the  child  was  in  a 
railway  carriage  and  I  suddenly  entered  after  a 
brief  separation,  so  that  at  the  same  moment  he 
saw  my  face  and  heard  my  voice,  he  fixed  his  gaze 
upon  me  for  more  than  a  minute,  with  open  mouth 
(the  lower  jaw  dropped)  with  wide-open  motion- 
less eyes,  and  in  other  respects  absolutely  immov- 
able exhibiting  the  typical  image  of  astonishment." 
Preyer,  The  Mind  of  the  Child,  page  173. 

9.  "E.  G.,  the  child  was  thus  astonished  in  the 
thirty-first  week  at  the  clapping  together  of  a  fan ; 
in  the  thirty-fourth  at  an  imitation  of  the  voices 
of  animals;  in  the  forty-fourth,  at  a  strange  face 
near;  in  the  fifty-second  at  a  new  sound;  in  the 
fifty-eighth,  at  a  lantern  (after  waking).  Preyer, 
The  Mind  of  the  Child,  page  173. 

(5).  Curiosity,  one  of  the  important  factors  in  the 
development  of  the  child,  begins  as  a  kind  of  general 
hunger  for  a  new  sensation,  but  later  becomes  a  desire 
to  know.  It  is  the  desire  for  change  which  distin- 
guishes life  from  death.  According  to  F.  Tiedemann. 
Perez,  and  others,  signs  of  curiosity  appear  at  the  end 


98  THE  ESSENTIALS  OF  CHILD  STUDY 

of  the  second  or  third  month  while  from  the  sixth 
month  to  the  sixth  or  eighth  year  it  forms  a  great  part 
of  the  child's  life  and  enjoyment.  More  attention 
should  be  given  to  a  study  of  the  curiosity  of  children 
— its  beginnings,  culmination  and  decline  or  inhibition. 
Is  its  decline  in  later  years  due  to  nature  or  environ- 
ment? ;  Should  the  genuine  curiosity  of  the  child  be 
satisfied  by  evasive  answers  or  by  truth?  If  truth  is 
presented  before  the  mind  is  ripe  for  it,  has  it  a  tend- 
ency to  interfere  with  development  ?J 

INDICATIONS    OF    CURIOSITY 

1.  "M.  Six  weeks.  Examined  his  hands  turning  his 
fingers  over  and  over."  G.  Stanley,  Hall,  Aspects 
of  Child  Life  and  Education,  page  88. 

2.  "F.  One  month.  Stared  intently  at  a  patch  of 
sunlight  on  the  wall  for  several  minutes;  looked 
pleased."  G.  Stanley,  Hall,  Aspects  of  Child  Life 
and  Education,  page  88. 

3.  "At  one  month  and  twenty-seven  days,  the  child 
seemed  better  able  to  distinguish  his  body  from 
other  things,  for  he  no  longer  scratched  himself; 
his  curiosity  developed,  for  he  follows  none  but 
new  objects  with  his  eyes  (exaggerated)  ;  he  rec- 
ognizes the  expression  of  feelings  for  he  considers 
with  greater  attention  the  gestures  of  the  people 
that  are  talking  to  him,  and  allows  himself  to  be- 
come pacified  by  gentle  words."  Tiedeman,  Record 
of  Infant  Life,  page  15. 

4.  "F.  Two  months.  Was  much  interested  in  a  bright 
red  necktie  at  which  she  gazed  intently  following 
it  with  her  eyes  when  the  wearer  moved."  G. 
Stanley  Hall,  Aspects  of  Child  Life  and  Education, 
page  90. 

5.  "Seventy-ninth  Day.  L.  stared  at  a  familiar  face 
and  head  with  an  unfamiliar  bonnet  on  with  great 
interest  (looking  rather  at  the  bonnet !)  for  a  long 
time."  Geo.  Van  Ness  Dearborn,  Moto-Sensory 
Development,  page  39. 


FEELING 99 

6.  "Sixty-seventh  Day.  She  looked  very  interestedly 
at  her  own  and  my  reflections  in  the  mirror,  gaz- 
ing- intently  at  them  for  nearly  two  minutes."  Geo. 
Van  Ness  Dearborn,  Moto-Sensory  Development, 
page  28. 

7.  "M.  Three  months.  Was  much  interested  in 
watching  his  own  hands."  G.  Stanley  Hall,  As- 
pects of  Child  Life  and  Education,  page  91. 

(6).  Anger,  including  its  many  symptoms,  may 
vary  in  degree  from  mere  displeasure  to  intense  fury. 
It  also  varies  in  its  intellectual  accompaniments.  It 
is  as  important  to  the  perfection  of  human  life  as  are 
sympathy  and  love.  Some  psychologists  consider 
anger  the  basal  emotion,  the  acme  of  self-assertion  and 
egoism.  G.  Stanley  Hall,  in  Studies  in  Abnormal 
Psychology,  4:83,  says:  "Children  and  older  human 
brutes  spit,  hiss,  yell,  snarl,  bite  noses  and  ears,  scratch, 
gouge  out  eyes,  pull  hair,  mutilate  sex  organs,  with  a 
violence  that  sometimes  takes  on  epileptic  features  and 
which  in  number  of  recorded  cases  causes  sudden 
death  at  its  acme,  from  the  strain  it  imposes  upon  the 
system."  It  has  doubtless  been  an  important  force  in 
human  evolution,  and  may  still  act  as  a  moral  cathartic 
to  extremes  of  altruism  or  self-sacrifice.  It  is  not  the 
feeling  of  anger  that  is  wrong,  but  the  failure  to  keep 
this  feeling  under  proper  control.  The  more  springs 
of  action  properly  co-ordinated,  the  stronger  and  safer 
the  individual.  The  danger  line  is  passed  when  one  of 
the  forces  becomes  the  all-controlling  influence  of  the 
mind.  At  first  it  is  difficult  to  distinguish  between 
anger  and  pain  or  distress,  but  by  the  fourth  month 
the  child  frequently  pushes  away  distasteful  objects 
and  shows  signs  of  real  anger.  By  the  end  of  the  first 
year  the  child  may  show  anger  by  striking  with  his 


100  THE  ESSENTIALS  OF  CHILD  STUDY 


fists.  From  this  time  on  the  fits  of  anger  increase  until 
reason  is  sufficiently  developed  to  exert  its  inhibiting 
power.  What  concerns  us  here,  however,  is  the  peda- 
gogy of  anger. 

T.     What  is  the  normal  feeling  of  anger? 

2.  When  insufficient  and  when  excessive? 

3.  What  is  the  process  by  which  the  most  health- 
ful conditions  may  be  established? 

4.  Which  exerts  the  greater  curative  influence,  to 
give  way  to  anger  or  to  control  it? 

5.  Under  what  circumstances  are  you  most  apt  to 
give  way  to  fits  of  anger? 

6.  What  is  the  best  treatment  of  children  who  are 
subject  to  fits  of  passion? 

A  careful  study  of  anger  and  other  emotions  will  be 
helpful  to  the  teacher. 

EARLY    INDICATIONS    OF    ANGER 

1.  "Angry  revolt  against  the  order  of  things  showed 
itself  early  in  C's  case  as  in  that  of  his  sister,  the 
occasion  being  in  each  instance  a  momentary  dif- 
ficulty in  seizing  the  means  of  appeasing  appe- 
tite." Third  week.  James  Sully,  Studies  of  Child- 
hood, page  407. 

2.  "Fifty-ninth  Day.  She  showed  'Temper'  for  the 
first  time  by  crying  when  her  out-door  clothes 
were  put  on  for  her  daily  ride."  Geo.  V.  N. 
Dearborn,  Moto-Sensory  Development,  page  25. 

3.  "When  about  ten  weeks  old.  he  was  given  some 
rather  cold  milk  and  he  kept  a  slight  frown  on 
his  forehead  all  the  time  that  he  was  sucking 
."     Chas.  Darwin,  Mind,  2  :  287. 

4.  "When  nearly  four  months  old,  and  perhaps 
much  earlier,  there  could  be  no  doubt  from  the 
manner  in  Avhich  the  blood  gushed  into  his  whole 
face  and  scalp  that  he  easily  got  into  a  violent 
passion."     Chas.  Darwin,  Mind,  2  :  287. 


FEELING  101 

5.  "Fourth  month  K.  — .  On  the  tvventieth  day, 
his  inabiUty  to  reach  a  watch  and  cluster  of  tas- 
sels which  were  held  over  him  called  forth  a  fret- 
ful cry."  D.  R.  Major,  First  Steps  in  Mental 
Growth,  page  83. 

6.  "A  small  cause  sufficed;  thus,  when  a  little  over 
seven  months  old,  he  screamed  with  rage  because 
a  lemon  slipped  away  and  he  could  not  seize  it 
with  his  hands."     Chas.  Darwin,  Mind,  2 :  287. 

7.  "297th  Day.  .  .  .  Mild  anger  is  now  shown 
often  by  her  throwing  herself  quickly  backward." 
Geo.  V.  N.  Dearborn,  Moto-Sensory  Develop- 
ment, page  1 17. 

8.  "One  of  the  earliest  signs  of  anger  I  ever  de- 
tected in  the  baby — a  tone  of  temper  in  crying — 
was  on  occasion  of  an  extra  dressing  one  day,  at 
eleven  months  old ;  and  thereafter  whenever  she 
cried  over  being  dressed,  there  was  the  same 
slight  tone  of  temper."  Milicent  Shinn,  Notes 
on  the  Development  of  a  Child,  page  3. 

9.  "I  have  seen  a  capricious  little  creature  eleven 
months  old  put  herself  in  a  violent  temper  be- 
cause she  could  not  succeed  in  seizing  hold  of 
her  grandfather's  nose."  Perez,  The  First  Three 
Years  of  Childhood,  page  70. 

10.  "A  little  boy  of  fifteen  months  old  used  to  bite 
his  mother  when  she  put  him  to  bed."  Perez, 
The  First  Three  Years  of  Childhood,  page  70. 

11.  "One  of  my  sons  when  four  and  a  half  years  old 
would  get  into  a  veritable  rage  every  time  I 
spoke  to  him  in  the  patois  of  my  country."  Com- 
payre.  The  Intellectual  and  Moral  Development 
of  the  Child,  page  180. 

GROUPS  OF  QUESTIONS  TO  BE  USED  IN  THE 
STUDY    OF    ANGER 

I.  Introspective.  In  your  own  experience  with 
anger,  note  and  describe : 

(a)  Vaso  motor  symptoms,  such  as  flushing  or 
paling,   in   different   parts  of  the  body  or  face,   also 


102  THE  ESSENTIALS  OF  CHILD  STUDY 

sweating,  chilling,  choking,  tremor,  twitching,  numb- 
ness, etc.,  accompanying  sensations  of  taste,  smell, 
hearing,  etc. 

(b)   Describe  all  motor  changes  or  actions. 

2.  Under  what  circumstances  is  there  most  likely 
to  be  a  loss  of  self-control ;  when  alone,  with  friends, 
or  with  strangers? 

3.  Is  this  loss  of  control  complete  or  only  partial? 

4.  Do  the  feelings  of  anger  culminate  quickly  or 
slowly;  soon  over  or  long  continued? 

5.  What  differences  does  controlling  anger  make  on 
its  duration? 

6.  When  angry  do  you  feel  bolder  or  more  timid, 
stronger  or  weaker,  more  or  less  active? 

7.  What  is  your  feeling  immediately  after  a  fit  of 
anger,  physical,  mental  and  moral? 

8.  Do  you  get  angry  more  or  less  often  than 
formerly? 

Observation.  Make  a  careful  investigation  of  all 
the  vaso  motor  symptoms  and  motor  changes  in 
others  during  a  fit  of  anger,  and  have  some  of  your 
friends  describe  their  feelings  in  personal  cases  of 
anger. 

QUESTIONS  FOR  GATHERING  DATA  CONCERNING 
ANGER  OF  CHILDREN 

Remember  always  to  give  age,  sex,  etc.  After  the 
usual  preparation  for  a  writing  exercise  and,  perhaps 
a  few  interesting  remarks  on  the  prevalence  and  fre- 
quent justness  of  anger,  and  on  the  necessity  of  know- 
ing what  things  make  people  angry  so  as  to  avoid 
them,  write  the  following  questions  on  the  board  to 
be  answered  by  all : 

I.  What  things  make  you  angry? 


FEELING  103 

2.  When  do  you  get  angry  easiest? 

3.  How  do  you  feel  and  act  when  angry? 

4.  What  helps  you  most  to  get  over  it? 

5.  When  you  are  angry  do  you  feel  strong  or  weak, 
brave  or  timid? 

6.  How  do  you  feel  when  you  get  over  the  anger? 

7.  Can  you  talk  and  work  better  when  you  are 
angry? 

8.  What  do  you  like  to  do  best  when  you  are  really 
angry? 

STUDY    OF    ANGER 
Summary  representing  the  returns  of  654  (male  67, 
female  587)  juniors  and  seniors  in  the  University  of 
Nebraska : 

I.  Accompanying  Symptoms  of  Anger. 

Vaso-motor                  M.     F.  Vaso-motor                  M.     F. 

Flush  35    399       Pale 25     162 

Tremble   14     I97       Perspire  1 1     loi 

Chill    3      70       Numb  7      26 

Hands  and  feet  cold..     3       18       Heart  pressure 2       15 

Dizzy    17  Kidney   disturbance ...     2        5 

Backache   

Total 102  1015 

Mention  was  made  of  tickling  sensation  of  scalp, 
swelling  of  the  veins  of  the  neck,  dryness,  bloodshot 
eyes,  pale  around  the  mouth,  finger  nails  aching,  loss 
of  breath. 

Modification  of  the  Senses 

M.     F.  M.     F. 

Loss  of  taste 8      28       Loss  of  sight 5      11 

Ringing  in  ears 5       18       Loss  of  smell 8        5 

Keener  senses    5       "       Bitter  taste  3        5 

Keener  hearing 18  

Dilated  nostrils   3  Total  44     114 

Loss  of  hearing 10      15 


104 


THE  ESSENTIALS  OF  CHILD  STUDY 


F. 

Choking  13  I57 

Crying    80 

Clenched  fists i5  48 

Twitching  muscles 10  38 

Bite  lips  3  I3 

Set  jaws 3  I3 

Talk  loud   5  n 

Head  high 13 

Fighting  attitude    5 

Impulse  to  throw 3  33 

Impulse  to  bang 18 

Impulse  to  fight 9 

Impulse  to  talk 8 

Impulse  to  kick 5 


Motor  Impulses  and  Action 

M. 


M. 


F. 
115 
63 
53 
33 
25 
II 


Rigid  muscles 13 

Loss   of  speech 5 

Grit  teeth 3 

Flash  eyes  5 

Compress  lips 5 

Pace  floor  5 

Talk  rapidly  5 

Husky  voice  5        5 

Impulse  to  stamp 38 

Impulse  to  strike 5      35 

Impulse  to  walk 15 

Impulse  to  tear 3       13 

Impulse  to  bite  finger.    ..         5 

Total 120    848 


2.  Under  what  circumstances  is  there  most  likely 
to  be  a  loss  of  self-control ;  when  alone,  with  friends, 
or  with  strangers? 


M.     F. 

Alone    23     175 

With  strangers    6      17 


With  friends 


M. 
28 


F. 

375 


Total 57    567 


3.  Is  the  loss  of  control  complete  or  only  partial? 

M.     F. 

Complete   °      75 

Partial    58    480 

Total 66    555 

Of  the  eighty-three  persons  mentioning  comj^lete 
loss  of  control,  forty-eight  state  there  "is  sometimes 
complete  loss  of  control."' 


FEELING  10£ 

4.  Do  the  feelings  of  anger  culminate  quickly  or 
slowly;  soon  over  or  long  continued? 

M.     F.  M.     F. 

Culmination  quick  ....  40    270       Culmination  slow   33     172 

Duration  short    40     361       Duration   long   28     186 

Usually  quick  culmination  goes  with  short  dura- 
tion and  vice  versa.  Most  i)eople  fall  naturally  under 
one  or  the  other  type,  being  always  either  quick  or 
slow.  Many  other  persons,  however,  state  that  they 
find  in  themselves  both  types;  now  one,  now  the 
other,  depending  somewhat  upon  the  cause  of  anger 
and  the  surrounding  circumstances. 

5.  What  differences  does  controlling  anger  make 
on  its  duration? 

M.     F. 

Anger  continues  longer  when  suppressed....; 30     313 

The  duration  of  anger  is  shorter  when  suppressed 30     188 

Many  express  the  feeling  that  the  suppression  or 
holding  in  check  of  anger  tends  to  arouse  the  feeling 
of  revenge  or  desire  to  get  even.  Others  believe  that 
the  only  true  way  to  overcome  the  too  frequent 
tendency  to  give  way  to  fits  of  passion  is  to  com- 
pletely control  or  suppress  all  expression  of  anger; 
holding  further  that  such  action  tends  to  sweeten 
rather  than  sour  the  disposition. 

6.  When  angry  do  you  feel  bolder  or  more  timid, 
stronger  or  weaker,  more  or  less  active? 

M.  F.  M.  F. 

Bold  65  486      Timid    38 

Strong .   58  447       Weak    5  75 

Active  53  325       Inactive    8  65 


106  THE  ESSENTIALS  OF  CHILD  STUDY 

7.  AMiat  is  your  feeling-  immediately  after  a  fit  of 
anger;  physical,  mental,  moral? 

M.  F.                                              M.  F. 

Physically  weak 58  417  Headaches 33 

Mentally  confused 33  100  Mentally  alert   23 

Morally  ashamed    48  462  Morally   stronger    8  20 

Terms  classified  under  "Morally  ashamed"  were: 
guilty,  foolish,  blue,  sorry,  dejected,  remorse,  forgiv- 
ing, sheepish,  mean,  repentant,  depraved,  depressed, 
humiliated,  degenerate,  blamed  self. 

Terms  classified  under  "Mentally  confused"  were: 
lack  of  concentration,  tired,  disturbed,  inaccurate, 
agitated,  not  clear,  lacked  control,  confused,  indolent, 
unbalanced,  can  not  think,  reckless,  dull. 

8.  Do  you  get  angry  more  or  less  often  than  for- 
merly? 

M.     F.  M.     F. 

Less  often 65    470       More  often  3      48 

Do  the  answers  to  question  8  indicate  a  growing 
healthier  state  of  humanity?  Are  the  provocations 
to  anger  of  university  students  equal  to  those  of  per- 
sons in  other  walks  of  life?  Should  increasing  civil- 
ization tend  to  decrease  the  feeling-  of  anger? 

THE    BEST   TREATMENT   OF    CHILDREN    SUBJECT 
TO    FITS    OF   PASSION 

Of  the  many  letters  in  answer  to  the  above  question, 
one  from  Miss  Auretta  S.  Aldrich  has  special  merit, 
and  is  here  given  that  it  may  aid  others :  "I  had  the 
care  of  a  boy  of  four  years.  His  parents  were  Ameri- 
cans. The  father  was  a  lawyer  of  education  and 
refinement,  but  selfish  and  a  hypocondriac;  the 
mother  was  young  and  inexperienced  but  exceedingly 
conscientious. 


FEELING  107 

"From  his  babyhood  the  boy  had  fits  of  crying. 
Nothing  ever  stopped  these  till  he  was  exhausted  and 
fell  asleep,  though  the  mother  did  everything  possible 
to  turn  his  attention  or  induce  him  to  stop.  His 
health  and  disposition  seemed  to  suffer  from  these 
attacks. 

"At  the  age  of  four  he  came  to  me.  I  tried  to  fill 
his  little  life  so  full  of  happy  occupations  and  keep 
his  body  so  well  that  he  would  not  have  these  attacks. 
But  after  a  few  weeks  something  displeased  him  and 
he  began  to  cry.  He  began  by  shutting  his  eyes  and 
opening  his  mouth,  and  the  cry  was  an  incessant 
monotonous  noise  with  absolutely  no  variation  except 
what  was  necessitated  by  breathing.  His  hands  hung 
limp.  His  shoulders  dropped  and  his  head  settled 
upon  or  into  his  shoulders,  and  the  whole  attitude 
was  one  of  extreme  sagging. 

"I  tried  to  arouse  interest  in  something  or  to  get 
him  to  speak  to  me,  with  no  response.  When  I  saw 
that  one  of  his  spells  was  inevitable,  I  told  him  I  was 
sorry  that  he  felt  too  bad  to  open  his  eyes  or  speak  to 
me,  and  that  I  would  bathe  his  head  and  face  with 
cool  water  which  I  hoped  would  relieve  him.  He 
would  not  stir  one  step  and  his  face  was  as  immobile 
as  if  it  were  wood  or  clay.  So  I  lifted  him  in  my 
arms  and  took  him  to  a  bowl  of  water  and  with  a 
cloth  bathed  his  head  and  face  freely.  For  an  instant 
there  was  no  change  but  then  he  angrily  screamed, 
'That's  enough.'  I  said,  'Are  you  relieved  enough  to 
open  your  eyes  and  speak  to  me?'  There  was  no 
reply  whatever  but  the  same  stolid  face  and  monoto- 
nous cry.  I  applied  the  water  freely  again,  and  again 
he  screamed,  'That's  enough.'  I  repeated  my  ques- 
tion and  he  screamed,  'Yes,'  very  angrily,  but  did  not 


108  THE  ESSENTIALS  OF  CHILD  STUDY 

open  his  eyes.  I  bathed  his  face  the  third  time,  saying 
with  perfect  quiet  that  I  knew  the  water  would  re- 
Heve  him  so  that  he  would  be  able  to  stop  crying  and 
to  speak  to  me  in  his  usual  tone. 

"My  manner,  which  was  the  expression  in  perfectly 
good  faith,  of  my  conviction  and  my  entire  sympathy 
with  him,  more  than  my  words,  which  were  few  and 
quiet,  made  him  confident  that  he  could  stop  crying 
and  also  that  I  would  bathe  his  face  until  he  did  stop. 
When  he  fully  understood  this  he  did  stop.  I  took 
him  in  my  arms  to  the  nursery,  undressed  him,  rubbed 
his  body  and  put  him  in  bed,  at  the  same  time  telling 
him  a  pleasant  story  or  singing  to  him  until  he  fell 
asleep.  He  awoke  placid  and  bright  and  never  again 
had  another  attack.  Twice  afterward  when  he  was 
displeased  he  began  to  settle  his  head  into  his  shoul- 
ders in  that  peculiar  way  and  his  arms  hung  heavily, 
but  I  sprang  to  take  him  in  my  arms,  explaining  to 
him  that  I  would  bathe  his  face  before  his  eyes  became 
shut  too  tight,  and  he  immediately  came  to  himself. 
His  health  and  temper  improved  from  that  time. 

"I  give  this  in  detail  because  such  a  large  ])roportion 
of  children's  faults  are  from  some  inheritance  allowed 
to  develop,  or  some  habit  acquired  before  conscious- 
ness or  responsibility  began ;  and  could  be  overcome 
if  we  could  be  intelligently  firm  and  sympathetic."^ 


CHAPTER  XVI 
FEELING— Concluded 

7.  Aesthetic  Feelings,  ^\'e  are  compelled  in  this 
part  of  the  course  to  give  only  a  passing  word  to  the 
beginnings  of  aesthetic  feelings.  We  shall  have  occa- 
sion, however,  to  return  to  these  feelings  later  on. 
The  child  gives  expression  to  pain  or  discomfort  from 
the  first,  but  it  is  not  until  two  or  three  months  old 
that  it  gives  genuine  expressions  of  pleasure.  The 
first  smiles  are  generally  reserved  for  the  mother  or 
nurse.  Here,  no  doubt,  along  with  the  visual  image 
are  mingled  the  former  impressions  of  satisfaction 
through  nourishment.  The  child  early  shows  an  ap- 
preciation of  bright  objects,  and  within  the  first  two 
years  shows  considerable  attraction  for  flowers,  etc. 

Music  is  also  early  responded  to  by  the  child  with 
expressions  of  joy  or  pleasure.  After  a  few  months, 
the  child  is  apt  to  show  distinct  signs  of  joy  at  all 
musical  sounds.  What  other  aesthetic  feelings  are 
shown  in  the  child?  What  feelings  of  pleasure  seem 
to  be  the  beginning  of  the  aesthetic  feelings? 

8.  Affection.  From  an  outburst  of  anger  the  child 
may  surprise  us  in  the  next  moment  with  genuine 
expressions  of  tenderness.  The  emotions  of  children 
may  be  intense,  but  they  lack  depth  and  persistence. 
The  new-born  begins  to  recognize  and  show  affection 
for  those  in  charge  of  him  by  the  fourth  month  and 
by  the  eighth  month  other  persons  may  receive  a 
share  of  this  afifection  :  while  by  the  middle  of  the 
second  year,   or  earlier,   even   animals  and   inanimate 

109 


110  THE  ESSENTIALS  OF  CHILD  STUDY 

objects  may  share  in  this  bestowal  of  tenderness. 
This  early  love  is  flattering  to  the  parents,  but  it  is 
also  an  exceedingly  important  factor  in  the  education 
of  the  child,  and  must  be  clearly  understood  and  care- 
fully respected  by  everyone  who  would  be  a  trainer 
of  children  and  youth.  It  indicates  a  higher  order  of 
intelligence  to  rule  by  love  than  by  fear. 

9.  Sympathy,  Which  rises  out  of  the  instinct 
for  companionship  and  rests  on  the  community  of  ex- 
perience, is  closely  associated  with  love.  Some  ob- 
servers have  noticed  signs  of  sympathy  as  early  as 
the  third  to  the  sixth  month,  though  the  cases  of  sym- 
pathy before  the  first  year  are  not  very  marked.  Jeal- 
ousy begins  to  show  itself  clearly  after  the  first  six 
or  eight  months  and  forms  a  large  part  of  the  child's 
early  life.  Why  is  it  important  to  understand  the 
feelings  of  jealousy  in  children?  An  outline  for  study 
will  be  given  in  class. 

EARLIEST    INDICATIONS    OF    PLEASURE 

1.  "By  the  nineteenth  day  the  sound  of  the  voice 
was  distinctly  associated  with  pleasant  experi- 
ences, so  that  he  smiled  when  addressed."  Kath- 
leen Moore,  Mental  Development  of  a  Child, 
page  67. 

2.  "The  first  smile  that  I  could  conscientiously 
record  occurred  the  day  before  the  baby  was  a 
month  old,  and  it  was  provoked  by  the  touch  of 
a  finger  on  her  lip ;  and  a  day  or  two  later  she 
smiled  repeatedly  at  touches  on  her  lip."  Mili- 
cent  Shinn,  The  Biography  of  a  Baby,  page  73. 

3.  "Audible  and  visible  laughing  which  appeared 
first  on  the  twenty-third  day,  is  simply  an  ad- 
vanced stage  of  this  expression  pleasure,  in  which 
'the  eyes  laugh.' "  Preyer,  The  Mind  of  the 
Child,  page  32. 


FEELING  HJ_ 

4.  "This  infant  smiled  when  45  days,  a  second  infant 
when  46  days  old;  and  these  were  true  smiles, 
indicative  of  pleasure,  for  their  eyes  brightened 
and  eyelids  slightly  closed."  Chas.  Darwin, 
Mind,  2 :  288. 

5.  "Forty-sixth  Day — Laughed  aloud  upon  several 
occasions  (at  persons)."  Kathleen  Moore,  Men- 
tal Development  of  a  Child,  page  37. 

6.  "Fifty-seventh  Day.  .  .  .  She  laughed  a 
good  deal  at  the  sight  of  her  mother's  face  and 
at  her  voice;  the  open  mouth  was  the  conspic- 
uous feature  of  the  smiles."  Geo.  V.  N.  Dear- 
born, Moto-Sensory  Development,  page  22. 

7.  "Third  month.  .  .  .  The  sensations  which 
because  more  and  more  strong  and  vivid 
strengthen  the  feelings;  we  perceive  for  the  first 
time  a  strong  emotion  of  pleasure ;  heretofore  a 
smile  had  been  the  sign  of  contentment,  now  it 
is  replaced  by  a  pronounced  laugh."  F.  Tiede- 
man,  Record  of  Infant  Life,  page  16. 

8.  "When  no  days  old  he  was  exceedingly  amused 
by  a  pinafore  being  thrown  over  his  face  and 
then  suddenly  withdrawn ;  and  so  he  was  when 
I  suddenly  uncovered  my  own  face  and  ap- 
proached his."     Chas.   Darwin,  Mind,  2 :  298. 

9.  "The  first  real  laughing  sound  was  heard  on  the 
twenty-third  day  of  the  fourth  month."  D.  R. 
Major,  First  Steps  in  Mental  Growth,  page  79. 

10.  "It  was  rather  a  laugh  than  a  smile  that  sur- 
prised me  on  the  ii6th  day,  where  as  even  on 
the  113th  the  image  in  the  mirror  was  regarded 
with  a  fixed  and  attentive  look,  to  be  sure,  but 
without  any  sign  of  satisfaction."  Preyer,  The 
Mind  of  the  Child,  page  297. 

11.  "Sigismund's  boy,  in  his  sixth  month,  expressed 
pleasure  by  a  peculiar  crowing  shout,  accom- 
panied by  kicking  and  prancing."  F.  Tracy,  Am. 
Jour,  of  Psych.,  6:  113. 


112  THE  ESSENTIALS  OF  CHILD  STUDY 

MUSIC 

1.  "Fifteenth  Day.  She  was  pleased  and  quieted  by 
the  sound  of  a  soft  whistling."  Geo,  V.  N.  Dear- 
born, Moto-Sensory  Development,  page  14. 

2.  Twenty-sixth  Day.  "But  the  next  day,  at  the 
sound  of  chords,  strongly  struck,  she  hushed  when 
fretting  with  hunger,  and  listened  quietly  for  five 
minutes  her  first  pleasant  exercise  through  the 
sense  of  hearing."  Milicent  Shinn,  The  Biogra- 
phy of  a  Baby,  page  72. 

3.  "Tiedeman's  son  heard  the  piano  played  for  the 
first  time  when  he  was  forty  days  old,  and  he  is 
said  to  have  shown  singular  delight  and  excite- 
ment at  the  sound."  Perez,.  The  First  Three 
Years  of  Childhood,  page  42. 

4.  "In  the  sixth  week  the  child  laughed  in  response 

to  his  mother's  crooning."     Winifred  Hall,  The 
Child  Study  Monthly,  2  :  466. 

5.  "When  four  months  old,  he  showed  in  an  unmis- 
takable manner  that  he  liked  to  hear  the  piano- 
forte played ;  so  that  here  apparently  was  the 
earliest  sign  of  an  aesthetic  feeling,  unless  the 
attraction  of  bright  colors,  which  was  exhibited 
much  earlier,  may  be  so  considered."  Chas.  Dar- 
win, Mind,  2 :  289. 

6.  "A  little  girl  in  her  eleventh  month  takes  pleasure 
in  hearing  music.  When  one  begins  to  sing  she 
springs  and  accompanies  the  singing  with  move- 
ments of  her  body."  Oscar  Chrisman,  Fed.  Sem., 
2 :  403. 

AFFECTION 

1.  "When  nearly  five  months  old,  he  plainly  showed 
his  wish  to  go  to  his  nurse."  Chas  Darwin, 
Mind,  2 :  289. 

2.  Five  months,  two  weeks.  "Once  she  leaned  out 
of  her  baby  carriage,  calling  and  reaching  to  me, 
as  if  she  wished  to  be  taken ;  but  when  I  came 


FEELING  113 

to  her  she  wanted  only  to  get  hold  of  me  to  put 
her  hands  and  mouth  softly  on  my  face."  Mili- 
cent  Shinn,  The  Biography  of  a  Baby,  page  172. 

3.  "126th  Day.  .  .  .  She  seems  to  take  great 
and  real  interest  in  her  mother  and  to  love  to 
watch  her  face."  Geo.  V.  N.  Dearborn,  Moto- 
Sensory  Development,  page  58. 

4.  "Excepting  the  smile  accompanied  by  rapid  arm 
and  leg  motions,  which  denoted  his  pleasure  in 
seeing  the  members  of  the  family,  no  especial 
sign  of  affection  was  shown  until  the  thirty-first 
week  when  the  child  first  looked  into  his  mother's 
face  with  an  indescribable  look  of  love."  Wini- 
fred Hall,  Child  Study  Monthly,  2:471. 

5.  "228th  Day.  Two  weeks  after  this  first  expres- 
sion he  showed  his  love  for  his  father  by  extend- 
ing both  arms  toward  him  as  he  approached  after 
a  two  weeks'  absence."  Winifred  Hall,  Child 
Study  Monthly,  2:471. 

6.  "315th  Day.  .  .  .  For  the  first  time  in  her 
life  she  today  had  hold  of  a  little  girl  about  her 
own  age,  and  it  was  surprising  to  see  how  de- 
lightfully she  hugged  her  and  how  emphatic  were 
the  signs  of  instinctive  'natural'  affection  for  even 
an  entirely  strange  little  girl ;  she  certainly  filled 
a  long-felt  want."  Geo.  V.  N.  Dearborn,  Moto- 
Sensory  Development,  page  119. 

7.  "In  the  forty-seventh  week  he  was  asked.  'Where 
is  mother?'  and  for  answer  drew  his  mother's 
face  down  to  his  and  with  a  prolonged  'ah'  he 
laid  his  moutlV  again  and  again  upon  hers." 
Winifred  Hall,  Child  Study  Monthly,  2:471. 

8.  "A  child  of  twelve  months  who  came  back  to 
his  father's  house  after  a  month's  absence,  took 
no  notice  of  the  purrings  and  caresses  with  which 
his  old  friend  the  cat  welcomed  him  home.  .  .  . 
Scarcely,  however,  did  he  catch  sight  of  the  faith- 
ful old  servant  before  even  she  had  called  him 
by  his  name — than  he,  held  out  his  arms  to  her, 

8 


114  THE  ESSENTIALS  OF  CHILD  STUDY 

Starting  and  jumping  with  delight."     Perez,  The 
First  Three  Years  of  Childhood,  page  76. 

9.  "But  he  did  not  spontaneously  exhibit  affection 
by  overt  acts  until  a  little  above  a  year  old, 
namely  by  kissing  several  times  his  nurse  who 
had  been  absent  for  a  short  time." 

lO-  "375th  Day.  .  .  .  She  offered  'Johnnie  B.'  all 
her  favorite  toys."  Geo.  V.  N.  Dearborn,  Moto- 
Sensory  Development,  page  134. 

11.  Fourteen  and  a  half  months.  "He  has  had  a 
great  fashion  lately  of  kissing  me  at  odd  mo- 
ments, often  on  each  eye  successively,  especially 
when  I  am  lying  down  face  upward,"  Louise 
Hogan,  The  Study  of  a  Child,  page  27. 

12.  "When  two  years  and  three  months  old,  he  gave 
his  last  bit  of  ginger-bread  to  his  little  sister,  and 
then  cried  out  with  high  self-approbation,  *Oh 
kind  Doddy,  kind  Doddy.' "  Chas.  Darwin, 
Mind,  2 :  291. 


INDICATIONS   OF   SYMPATHY 

1.  "My  child  H.  cried  out,  when  I  pinched  a  bottle 
cork  in  her  fifth  month,  and  wept  in  her  twenty- 
second  week  at  the  sight  of  a  picture  of  a  man 
sitting  weeping,  with  bowed  head  in  his  hands  and 
his  feet  held  fast  in  stocks."  James  Baldwin, 
Mental  Development  of  the  Child,  page  316. 

2.  "With  respect  to  the  allied  feeling  of  sympathy, 
this  was  clearly  shown  at  six  months  and  eleven 
days  by  his  melancholy  face  with  the  corners  of  his 
mouth  well  depressed  when  his  nurse  pretended 
to  cry."     Chas.  Darwin,  Mind,  2 :  289. 

3.  "The  first  advance  to  signs  of  a  truer  fellow  feeling 
was  made  when  the  child  was  six  years  and  a  half 
old.  His  father  pretended  to  cry.  Thereupon  C. 
bent  his  head  down  so  that  his  chin  touched  his 
breast  and  began  to  paw  his  father's  face,  very 


FEELING lis 

much  after  the  manner  of  a  dog  in  a  fit  of  tender- 
ness."    Jas.  Sully,  Studies  in  Childhood,  page  408. 

4.  "231st  day.  A  cry  from  the  mother  caused  by  the 
child's  vigorous  use  of  his  teeth  was  followed  by 
a  grieved  cry  from  the  child.  The  same  proceed- 
ing was  repeated  later."  Winifred  Hall,  Child 
Study  Monthly,  2:472. 

5.  "Eighth  month.  .  .  .  and  adds  'he  cried  when 
he  was  made  to  believe  that  his  mother  or  nurse 
was  being  whipped."  F.  Tiedeman,  Record  of 
Infant  Life,  page  28. 

6.  "307th  day.  One  day  when  the  mother  imitated 
a  crying  street  sound,  supposing  the  child  had 
heard  it,  he  cried  as  tho  he  thot  his  mother  was 
hurt."  Winifred  Hall,  Child  Study  Monthly, 
2 :  472. 

7.  "473rd  day.  While  at  the  park  he  saw  a  boy  push 
a  dog  into  the  pond.  As  the  dog  went  in  he  gave 
a  quick  cry  of  exclamation,  but  when  it  came  out 
dripping  wet  his  face  became  puckered  with  pity 
for  the  dog."  Winifred  Hall,  Child  Study 
Monthly,  2:473. 

8.  "497th  day.  .  .  .  Gentleness  and  tenderness 
seem  her  most  prominent  emotional  characteristics 
at  present— the  notion  of  'Little  Tommy  Green' 
putting  pussy  in  the  well  makes  her  invariably 
cry."  Geo.  V.  N.  Dearborn,  Moto-Sensory  De- 
velopment, page  163. 

INDICATIONS    OF   JEALOUSY 

1.  Three  and  a  half  months.  "If  her  elder  sister  is 
placed  beside  her  on  her  mother's  lap,  and  the 
mother  kisses  the  sister,  quite  a  tragic  scene  en- 
sues; for  a  few  seconds  she  remains  still  with  her 
eyes  fixed,  then  her  mouth  begins  to  twitch,  her 
eyes  fill  with  tears."  Perez,  First  Three  Years 
of  Childhood,  page  29. 

2.  "On  the  fifth  day  of  the  eighth  month  Tiedeman 
notes  that  the  association  of  ideas  was  constantly 


116  THE  ESSENTIALS  OF  CHILD  STUDY 

increasing,  and  that  it  gave  rise  to  complex  sensa- 
tions and  desires."  In  proof  of  this  he  mentions 
the  fit  of  anger  of  his  son  when  he  saw  another 
child  placed,  for  a  joke,  on  his  mother's  lap,  and 
the  efforts  of  the  jealous  child  to  draw  the  other 
away."  F.  Tiedeman.  Record  of  Infant  Life, 
page  29. 

3.  "A  child  of  fifteen  months  was  evidently  jealous 
if  sugar  or  dessert  was  given  to  its  nurse."  Perez, 
First  Three  Years  of  Childhood,  page  71. 

4.  "In  the  forty-first  week  he  showed  a  decided  pref- 
erence for  his  mother  over  other  people.  In  the 
forty-eighth  week  he  began  to  regard  her  as  ex- 
clusively his  and  resented  attention  shown  her  by 
anyone  else."  Kathleen  Moore,  Mental  Develop- 
ment of  a  Child,  page  99. 

5.  "A  child  of  fifteen  months  used  to  enact  very 
curious  little  scenes  out  of  jealousy.  If  his  father 
and  mother  kissed  each  other  in  his  presence,  he 
would  run  up  and  try  to  separate  them,  scolding 
and  pushing  away  his  father,  who  was  by  no 
means  the  favorite."  Perez,  First  Three  Years 
of  Childhood,  page  11. 

6.  "Jealousy  was  plainly  exhibited  when  I  fondled  a 
large  doll,  and  when  I  weighed  his  infant  sister, 
he  being  then  fifteen  and  a  half  months  old." 
Chas.  Darwin,  Mind,  2 :  289. 

7.  "Twenty-second  month.  .  .  .  Jealousy  and 
vanity  developed  more  and  more ;  when  his  little 
sister  was  being  caressed,  he  came  to  be  caressed 
also.  He  tried  to  take  away  from  her  what  was 
given  to  her  and  even  tried  to  strike  her  by 
stealth."  F.  Tiedeman,  Record  of  Infant  Life, 
page  38. 

AN    OUTLINE    FOR    STUDY 

Observe  and  describe  any  cases  of  affinity  or  antipa- 
thy of  children  toward  other  children,  or  individuals 
of  the  same,  or  of  opposite  sex.     How  do  these  likes 


FEELING  117 

and  dislikes  manifest  themselves  and  what  is  their 
efifect  on  both  parties? 

Descriljc  cases  of  mutual  attraction  or  repulsion 
among  children  before  the  dawn  of  adolescence.  .\lso 
similar  cases  after  adolescence.  Upon  what  does  this 
mutual  feeling  seem  to  rest?  What  are  the  circum- 
stances under  which  children  are  most  prone  to  give 
and  to  receive  this  affection?  Is  this  attraction  help- 
ful or  otherwise? 

Examine  introspectively  your  own  experience  in 
regard  to  these  questions.  Of  what  value  is  this 
knowledge  to  the  parent  and  teacher? 

The  following  questions  are  taken  from  one  of  Dr. 
Hall's  syllabi  for  child  study  (April,  1895)  : 

"Will  you  describe  from  your  own  memory,  can- 
didly and  fully,  but  if  you  wish  with  any  suppression 
of  names  or  details,  always  stating  age,  sex  and  na- 
tionality, the  dawn  and  progress  of  the  first  attach- 
ment felt  toward  a  person  of  the  opposite  sex,  stating 
fully  what  you  did,  felt,  feared,  how  it  affected  your 
studies,  conduct,  relation  to  other  friends,  whether 
the  person  loved  was  older,  younger,  like  or  unlike 
you  in  temperament,  disposition,  tastes,  culture? 
What  particular  act,  feature  or  trait,  if  any,  had  chief 
charm  for  you  ?  Whether  your  attachment  was  known 
and  returned  and  by  what  tokens:  any  rivalries,  jeal- 
ousies, etc.  Describe  all  plainly  and  objectively, 
without  extravagancies  or  indulgence  in  current  poetry 
or  romance,  and  state  how,  from  adult  years,  you 
look  back  upon  this  first  experience  of  affection. " 

I  am  collecting  the  answers  to  this  study  and  would 
be  pleased  to  have  the  reader  add  to  the  value  of  the 
study  by  furnishing  me  with  additional  answers. 


118 


THE  ESSENTIALS  OF  CHILD  STUDY 


AFFECTION 

Summary  of  a  study  of  448  University  students  (y^ 
male,  375  female)  : 

I.  Ag-e  of  the  first  attachment  felt  toward  a  person 
of  the  opposite  sex. 

Ages    123456789    10    II 

Female 3    8  15  13  33  30    40    33 

Male 3    4    3     12     II 

Ages  12     13     14    15     16     17     18     19    20    21     Total 

Female  47    38    37    18    20    10      5      5      2     . .—  357 

Male  10    12      4      3      4      I      2      I      2     .. —    73 


II.  How  it  affected  them. 

(a)   Open  affection                                                          Male  Female 

Walked  with  him   (her) 18  60 

Partners  in  games 25  55 

Watched  him  34 

Did  things  to  please  him  (her) 15  18 

Competed  for  her 13 

Giggled    10 

Showed  off 8 

Laughed  louder 5 

Cancelled  names 8 

Talked  of  him 5 

Teased  her  5 

Solved  her  difficulties 6 


(b)     Hidden  affection 

Day  dreams    18  58 

Concealed  attachment  10  14 

Stayed  away  from  him 13 

Listened  for  news  of  him il 

Sought  his  society  only  when  with  others S 


FEELING 


119 


III.  How  they  felt. 

M.  F. 

Self-conscious    43 

Happier   11  18 

Loved  to  be  with  him.    ..  10 

Nervous 8 

Wanted  the  feeling  re- 
turned    5 

Uneasy  pleasure 4 

Despondent 3 


IV.  What  they  feared. 

M.  F. 
That   he   would   know 

how  much  she  cared  . .       23 

Being  teased 8      17 

That     nothing     would 

prevent    them    from 

being  together 3 


•      M.  F. 

Superior  to  other  girls   . .  28 

Embarrassed 23 

Could  never  love  any- 
one else   8 

Guilty   7 

Bolder  and   freer 5 

Liked  to  be  teased 3 

Liked  to  confide  secret 

to  girl  friends 3 


M. 


Interference  of  parents 
That  he  would  not  re- 
turn affection  


F. 
20 


V.  How  it  affected  their  studies. 

M.     F.  M.     F. 

Work  deteriorated 35      85       Work  became  better. .    16      82 

No  effect  2      64 

VI.  The  effect  on  conduct. 

Male  Female 

More  careful  of  dress  and  appearance 11  39 

Changed  general  conduct  for  the  better 37  13 

Changed  general  conduct  for  the  worse 3  25 


VII.  Relation  to  other  friends. 

M.     F.  M.     F. 

Lacked       interest       in                      Kinder    and    nicer    to 
friends    19       53  friends    il       16 


120 


THE  ESSENTIALS  OF  CHILD  STUDY 


VIII.  A,2:e  differences  of  the  parties  in  cases  of  first 
attachment. 

M.  F.  The  affinity  was  young-      M.  F. 

The  affinity  was  older.   28  233          er   35      30 

The     affinity     of     the  

same  age   10  53          Cases  reported 73    316 


Male 

The  affinity  one  year  older 3 

The  affinity  three  years  older 

Affinity  five  years  older 

Affinity  seven  years  older 

Affinity  nine  years  older 

Affinity  eleven  years  older 

Affinity  eighteen  years  older 

Affinity  two  years  younger I5 

The  affinity  two  years  older 5 

Affinity  four  years  older 2 

Affinity  six  years  older 

Affinity  eight  years  older 3 

Affinity  ten  years  older 2 

Affinity  twelve  years  older 

Affinity  one  year  younger 5 

Affinity  three  years  younger 3 


Female 
55 
23 
10 

8 

5 

3 

2 

40 

5 

7 

8 
10 

3 
8 

3 


Number  of  cases  reported 38  182 

IX.  Was   the    person    loved    like   or   unlike   you    in 
temperament,  disposition,  tastes,  culture? 

M 


Unlike  in  temperament  31 
Unlike  in  disposition..   23 

Unlike  in  tastes 16 

Unlike  in  culture 24 


F. 
120 
93 
42 
84 


M.     F. 
Like  in  temperament. .  20      68 

Like  in  disposition 15      75 

Like  in  tastes 29     116 

Like  in  culture 21       74  

Total  unlike  qualities  94    339 

Total  like  qualities. .  .85     333 

It  will  be  noted  that  the  unlike  qualities  prevail  in 
all   cases   e.xcept   that   of   tastes   where   the   reverse   is 


FEELING 


121 


true.  It  is  difficult  to  account  for  the  fact  that  cul- 
ture does  not  combine  with  tastes  in  bringing  to  the 
fore  like  qualities  in  these  cases  of  early  attachment. 
May  it  be  due  to  a  misinterpretation  of  culture  for 
veneer? 

X.  Charms  that  attracted. 


M.     F. 

Physical  features  . . 

49     141 

(a)  Handsome   ii 

63 

(b)  Eyes 

34 

(c)  Smile    II 

8 

(d)  Hair ii 

5 

(e)  Voice    6 

8 

(f)  Face   5 

5 

(g)  Carriage    . .   5 

5 

(h)   Complexion. . 

10 

(i)   Bigness      of 

body    

3 

M.  F. 

Physical  prowess. . . 

8    26 

(a)  Strength    15 

(b)  Daring 3  3 

(c)  Vivacious    . .  5 

(d)  Protection  ....  5 

M.  F. 
Ideas  33 

(a)  Good 12 

(b)  Religious 7 

(c)  Sober   6 

(d)  Silent  5 

(e)  Musical    3 


M.      F. 
Personal  traits 135 

(a)  Geniality  45 

(b)  Sympathetic  na- 

ture    40 

(c)  Gentlemanly 

manners  50 

(The  forms  of  expression 
from  which  these  traits  were 
grouped  were  quite  variant,  but 
are  quite  fairly  represented  tn 
a,  b  and  c.) 

M.  F. 
Mental  ability 48 

(a)  Witty  18 

(b)  Brilliant    28 

(c)  Good  reciter  ....  2 

M.  F. 
Miscellaneous,  particular 
charms  and  traits  hard 
to  classify   3    38 


XI.  Was  the  attachment  known  and  returned? 

M.  F.  M.  F. 

Known 47  142      Unknown  9     19 

Returned    47  157       .\ot  returned    9    37 


122  THE  ESSENTIALS  OF  CHILD  STUDY 

XII.  Overt  acts  or  tokens  of  attachment. 

M.  F.  M.  F. 

Rivalries 62  145  Exchanges 40  213 

(a)  Jealousies   ..48  in  (a)  Gifts 18  109 

(b)  Fighting  for.14    13  (b)  Notes  19    83 

(c)  Rivals 21  (c)   Caresses 3     16 

(d)  Winks   3 

(e)  Rings  2 

Other  studies  of  a  similar  nature  can  be  added  in 
class  provided  the  time  of  the  course  will  permit. 

REFERENCES 

1.  Baldwin,  J.  M.     Mental  Development,  pp.  216-331. 

2.  Baldwin,   J.    M.      Bashfulness    in    Children.     Educa.    Rev., 

8:433-441- 

3.  Barnes,  Earl.    Feelings  and  Ideas  of  Sex  in  Children.    Fed. 

Sem.,  2 :  199-203. 

4.  Barnes,   Earl.      Studies    in    Education.      Vol.    i,    pp.    24-26, 

266-269. 

5.  Bradley,  F.  H.     Sympathy  and  Interest.     Mind,  8:573-575- 

6.  Burk,     Frederick.       Teasing     and     Bullying.       Fed.     Sem., 

4:336-371- 

7.  Calkins,  Mary   W.     An  Attempted  Experiment  in   Psycho- 

logical Aesthetics.     Psych.  Rev.,  7  :  580-591. 

8.  Clapp,  H.  L.     Educational  Value  of  Children's  Questioning. 

Pop.  Sci.  Mo.,  49 :  799-810. 

9.  Compayre,  G.     Intellectual  and  Moral  Development  of  the 

Child,  pp.  188-208. 

10.  Darwin,  Chas.  Expressions  of  Emotion  in  Man  and  Ani- 
mals, pp.  239-309. 

n.  Dearborn,  G.  V.  N.  The  Nature  of  the  Smile  and  Laugh. 
Science,  n.  s.,  11 :  851-856. 

12.  Drummond,   W.   B.     The  Child,   His   Nature   and   Nurture, 

pp.  58,  86-92. 

13.  Hall,  G.  Stanley.     Adolescence.     (See  Index,  Vol.  II.) 

14.  Hall,   W.   S.     The  First  Five  Hundred   Days  of  a  Child's 

Life.     Child  Study  Mo.,  2:471-473- 


FEELING  123 

15.  King,  Irving.     The   Psychology  of  Child   Development,  pp. 

64-70. 

16.  Kirk  Patrick,  E.  A.     Fundamentals  of  Child  Study,  pp.   105, 

118-125,  209-212,  214-218. 

17.  Marwedel,  Emma.     Conscious  Motherhood,  pp.   142-157. 

18.  Patch,   Kate    Whiting.     The   Sensitive    Child.     Kind.    Rev., 

17:416-420. 

19.  Perez,  B.     First  Three  Years  of  Childhood,  pp.  66-86,  263- 

279. 

20.  Preyer,   W.     Infant  Mind,  pp.   16-29. 

-.      Preyer,  W.    Senses  and  Will,  pp.  140-176. 
i.     Scott,  C.  A.     Children's  Fears  as  Material   for  Expression 
and  a  Basis  for  Education  in  Art.     Trans.  Illinois  Soc. 
for  Child  Study,  3:12-17. 

23.  Shinn,  Milicent.     Biography  of  a  Baby,  pp.  78-83. 

24.  Skinner,  W.  H.     Aesthetics  of  Children.     Series  of  articles 

in    Northwestern   Journal   of   Education    for   the   Years 
1895-7,  7  ■■7'^,  102,  135,  160,  224,  248,  277,  337. 

25.  Stryker,   Mabel   F.      Children's    Joys    and    Sorrows.      Child 

Study  Mo.,  4:217-224. 

26.  Sully,  Jas.     Studies  of  Childhood,  pp.  408-411. 

27.  Suzzalo,  Henry.     Training  of  the  Child's   Emotional   Life. 

Proc.  N.  E.  A.,  1907,  pp.  905-909. 

28.  Tanner,  Amy  E.     The  Child,  pp.  225-228. 

29.  Taylor,  A.  R.    The  Study  of  the  Child,  pp.  111-114. 

30.  Tracy,  Frederick.     Psychology  of  Childhood,  pp.  43-59 ;  7th 

Ed.,  pp.  79-92,  166. 

31.  IVestermarck.   Edzi'ord.     The   Essence  of   Revenge.     Mind, 

n.  s.,  8:  289-310. 


CHAPTERS  XVII  AND  XVIli 
KNOWING 

I.  Intellect.  Writers  differ  regarding  the  place  to 
be  assigned  to  the  intellect  of  the  new  born.  Some 
give  first  prominence  to  the  mental  activities,  while 
others  believe  that  those  activities  play  but  a  small 
part  during  the  first  years  of  childhood.  The  differ- 
ence of  opinion  arises  no  doubt  from  the  difficulty  of 
distinguishing  between  intellectual  activities  and  mere 
reflexes.  The  brain  is  furnished  with  impressions  be- 
fore birth,  traces  of  which  remain,  forming  the  begin- 
ning of  memory. 

What  are  the  fundamental  stages  of  the  intellect? 
What  are  the  earliest  indications  of  intellect  in  the 
child? 

II.  Perception.  The  process  of  perception  includes 
three  stages:  ist,  a  discrimination  of  the  sense  im- 
pressions; 2nd,  a  localization  of  the  sensation  in  space 
and  the  referring  of  it  to  some  point  in  time ;  3rd,  a 
combination  of  these  scattered  sensations  into  an  idea 
of  the  object  producing  them.  The  different  stages 
may  often  occur  simultaneously  and  in  many  percep- 
tions only  the  last  one  seems  to  have  been  present. 

Taste  is  generally  conceded  to  be  the  first  sense 
from  which  the  child  obtains  definite  perceptions.  As 
before  stated,  the  child  seems  to  be  able  to  distinguish 
between  sweet  and  bitter  on  the  first  day,  and  before 
the  end  of  the  first  year  many  articles  of  diet  are 
clearly  known  and  recognized. 

124 


KNOWING  125 


In  reference  to  sight  and  hearing,  the  sense  precepts 
are  by  no  means  pronounced  at  first,  but  by  the  end  of 
the  first  week  some  signs  of  the  early  stages  of  per- 
ception may  be  seen.  Among  the  first  objects  recog- 
nized by  tile  child  is  the  mother's  face.  This  occurs 
about  the  third  month.  The  child  has  but  little  idea 
of  distance  before  the  end  of  the  sixth  month,  and 
most  of  this  knowledge  is  obtained  through  touch  and 
the  muscular  sense.  He  is  able  to  distinguish  between 
sounds  and  locate  their  direction  after  two  or  three 
months.  Touch  plays  an  important  part  in  the  early 
perceptions;  but  the  sense  of  smell,  while  reacting  to 
strong  odors  from  the  first,  does  not  seem  to  enter 
largely  into  the  child's  early  education. 

What  are  some  of  the  earlier  sense  perceptions  and 
the  educational  importance  of  the  senses? 

III.  Memory,  The  term  memory  is  used  to  include 
retention  and  rejjroduction.  All  experiences  may  leave 
permanent  traces  in  the  central  nervous  system,  but 
only  a  few  of  these  are  subject  to  recall. 

1.  Make  a  list  of  the  things  you  can  remember  be- 
fore five. 

2.  Describe  the  earliest  event  of  your  life  that  you 
can  recall. 

3.  Is  the  memory  due  to  the  vividness  of  the  event 
or  to  statements  made  by  older  persons? 

4.  Signs  of  early  memories? 

5.  Age  when  memory  is  most  tenacious.  Sense 
furnishing  the  most  lasting  memory.  How  can  we 
strengthen  memory? 

IV.  Association  has  its  physiological  foundations 
in  the  distributive  groups  of  nerve  cells  and  their  con- 


126  THE  ESSENTIALS  OF  CHILD  STUDY 

nective  paths.  Man's  superiority  over  animals  is  shown 
principally  in  this  group  which  at  birth  is  least  devel- 
oped,— association  being-  at  a  minimum.  Probably 
two-thirds  of  the  gray  matter  of  the  brain  belongs  to 
this  group  and  has  no  direct  connection  with  the 
external  muscles  and  sense  organs.  The  function  of 
this  group  of  nerve  cells  is  to  serve  the  higher  intelli- 
gence, judgment,  reason,  aesthetics,  ethics,  and  con- 
structive thinking. 

After  the  first  six  months  the  child  begins  to  show 
distinct  signs  of  association,  even  earlier  indications 
of  association  have  been  reported  by  some  observers. 
The  law  of  association  may  be  reduced  to  two  prin- 
ciples— contiguity  in  space  and  time  and  similarity — 
the  former  being  much  more  prominent  in  the  early 
associations  of  children  and  generally  more  lasting. 
Some  of  the  cases  reported  by  Tracy  as  due  to  sim- 
ilarity can  better  be  explained  in  another  way. 

What  are  some  of  the  first  indications  of  association 
by  contiguity?  By  similarity?  Does  the  order  of  the 
development  of  these  two  laws  of  association  indicate 
their  relative  importance,  (a)  to  the  individual?  (b) 
to  the  race?  What  tests  can  be  made  to  show  which 
form  of  association  children  use  at  different  ages? 

THE  BEGINNING  OF  INTELLIGENCE 

I.  "Eight  weeks  old.  She  stopped  in  the  middle 
of  nursing  to  throw  her  head  back  and  gaze  at 
the  bow  at  her  mother's  neck  and  would  not 
go  on  with  the  comparatively  uninteresting 
business  of  food  till  the  bow  was  put  out  of 
sight."  Milicent  Shinn,  The  Biography  of  a 
Baby,  page  95. 


KNOWING  127 


2.  "Mary  at  the  age  of  three  and  a  half  months, 
can  already  disting-uish  several  parts  of  her 
body.  When  her  mother  says  to  her  'Where 
are  your  feet?'  she  directs  her  eyes  to  the 
feet." 

3.  "At  the  age  of  four  months  the  baby  showed 
by  certain  signs  that  he  recognized  and  dis- 
tinguished between  people."  Charles  Darwin, 
quoted  by  Compayre  in  The  Intellectual  and 
Moral  Development  of  the  Child,  i  1123. 

4.  "When  four  and  a  half  months  old,  he  repeat- 
edly smiled  at  my  image  and  his  own  in  a  mir- 
ror and  no  doubt  mistook  them  for  real  objects; 
but  he  showed  sense  in  being  evidently  sur- 
prised at  my  voice  coming  from  behind  him." 
Chas.  Darwin,  Mind,  2  -.zSg. 

5.  "Five  months.  In  the  second  week  of  the  month 
she  began  to  watch  things  as  they  fell,  and 
then  throw  them  down  purposely,  to  watch 
them  falling."  Milicent  Shinn,  The  Biogra- 
phy of  a  Baby,  page  166. 

6.  "The  fiftieth  week  he  tried  to  pick  large  letters 
off  the  paper  on  which  they  were  printed,  but 
a  little  later  seemed  rather  suddenly  to  under- 
stand pictures."  G.  Stanley  Hall,  Ped.  Sem. 
I  :i30. 

7.  "Seventy-seventh  week.  He  called  the  photo- 
graph of  a  baby,  baby,  any  man,  papa,  any 
woman,  girl."  Kathleen  Moore,  Mental  De- 
velopment of  a  Child,  page  112. 

SIGNS   OF   INTELLIGENCE— ASSOCIATION 

1.  "At  seven  weeks  old  she  opened  her  mouth  for 
the  nipple  on  being  laid  in  the  proper  position." 
Milicent  Shinn,  The  Biography  of  a  Baby, 
page  84. 

2.  "Sixty-first  day.  The  day  before  the  child 
had  looked  upon  the  friendly  face  of  his  mother 
for  some  minutes  and  then  gave  a  cry  of  joy." 
Preyer,  The  Mind  of  the  Child,  page  46. 


128  THE  ESSENTIALS  OF  CHILD  STUDY 

3.  "Romanes  adds  that  in  the  case  of  his  own 
child  he  found  that  the  faculty  of  associating 
ideas  grew  stronger  during  the  ninth  week, 
as  soon  as  her  bib  was  put  on — an  action  that 
always  preceded  that  of  giving  her  the  bottle — 
she  stopped  crying  for  her  bottle."  Compayre, 
The  Intellectual  and  Moral  Development  of  the 
Child,  1 :292. 

4.  "Last  week  of  the  third  month.  In  the  same 
week  the  child  recognized  his  nursing  bottle. 
Whenever  it  was  held  over  him  he  uttered  little 
fretful,  half  laughing  cries  until  it  was  given 
to  him."  D.  R.  Major.  First  Steps  in  Mental 
Growth,  page  190. 

5.  "Fourth  month.  While  seated  on  his  nurse's 
lap,  the  child,  whenever  he  sees  anyone  drink, 
turned  toward  the  breast,  even  when  it  was 
covered,  and  made  a  movement  with  his  mouth 
as  if  he  were  tasting  something."  Tiedeman, 
Record  of  Infant  Life,  page  18. 

6.  "115th  Day.  She  recognizes  her  name  instant- 
ly, and  when  nursing  sometimes  stops,  turns 
'round  her  head  and  bursts  into  passionate 
tears  when  called  by  her  name ;  it  seems  to 
be  a  'reflex'  already,  this  head  turning  when 
she  hears  her  name."  Geo.  Van  Ness  Dear- 
born, Moto-Sensory  Development,  page  52. 

7.  "When  five  months  old,  associated  ideas  aris- 
ing independently  of  any  instruction,  became 
fixed  in  his  mind ;  thus  as  soon  as  his  hat 
and  cloak  were  put  on  he  was  very  cross  if 
he  was  not  immediately  taken  out  of  doors." 
Chas.  Darwin,  Mind,  2:290. 

8.  "148th  Day.  L.  evidently  associates  a  person's 
hand  with  the  face  of  that  person,  for  today 
when  hands  were  offered  her  from  behind,  she 
immediately  looked  up  to  see  whose  they  were." 
Geo.  Van  Ness  Dearborn,  Moto-Sensory  De- 
velopment, page  68. 


KNOWING  129 


9.  "Six  months,  three  weeks.  To  test  it  I  stood 
behind  her  and  in  an  ordinary  tone  accosted 
her  as  Bobby,  Tom,  Kitten,  Mary,  Jacob,  Baby, 
and  all  sorts  of  other  names.  Whenever  I  said 
Ruth,  Toodles  or  Toots  she  turned  and  looked 
expectantly  at  me  but  not  at  any  other  name." 
Milicent  Shinn,  The  Biography  of  a  Baby, 
page  176. 

10.  "When  exactly  seven  months  old,  he  made  the 
great  step  of  associating  his  nurse  with  her 
name,  so  that  if  I  called  it  out  he  would  look 
round  for  her."     Chas.  Darwin,  Mind,  2:290. 

11.  "When  a  few  days  over  9  months  he  learnt 
spontaneously  that  a  hand  or  other  object  caus- 
ing a  shadow  to  fall  on  the  wall  in  front  of 
him  was  to  be  looked  for  behind."  Chas.  Dar- 
win, Mind,  2  1290. 

12.  "Fourteen  and  one-half  months.  One  day  this 
week,  while  in  his  coach  on  the  street,  coming 
home,  he  began  to  throw  kisses  just  before 
falling  aslee])."  Louise  Hogan,  The  Study  of 
a  Child,  page  19. 

13.  "Thus  in  his  eighteenth  month  C.  took  to  ap- 
plying the  name  'bow  wow'  to  objects,  such  as 
fragments  of  bread  or  biscuit  as  well  as  draw- 
ings having  something  of  a  triangular  form 
with  a  sharp  angle  at  the  apex."  Jas.  Sully, 
Studies  in   Childhood,  page  423. 

14.  "Nineteen  months.  On  March  7,  1903,  while 
sitting  in  her  father's  lap  at  the  window,  look- 
ing up  at  the  sky,  she  discovered  the  new  moon, 
which  interested  her  very  much.  The  evening 
of  the  same  day  she  called  the  half  of  a  biscuit 
in  her  hand  'moor,'  i.  e.,  moon."  Arthur  and 
I.  C.  Chamberlain,  Fed.  Sem.,  11:265. 

OBSERVATIONS  ON  MEMORY 

I.  "Fifty-third  day.  By  the  eighth  week  he  had 
come  to  know  that  the  placing  of  a  napkin  un- 
der his  chin  was  always  followed  by  food,  for 


130  THE  ESSENTIALS  OF  CHILD  STUDY 

he  closed  his  eyes  and  opened  his  mouth."  Win- 
ifred Hall,  Child  Study  Monthly,  2:524. 

2.  "130th  day.  Today  there  was  the  first  direct 
evidence  of  the  presence  of  a  visual  memory-> 
ima^e  in  her  mind.  She  w^as  near  a  lamp  and 
looking  at  it  with  delight,  but  was  then  turned 
away  so  that  her  back  was  toward  the  light; 
she  twice  turned  her  head  around  as  far  as  it 
would  go  both  ways  to  see  the  light  again." 
Geo.  Van  Ness  Dearborn,  Moto-Sensory  Devel- 
opment,  page   61. 

3.  "148th  day.  The  child  recognized  both  his 
father  and  aunt  after  an  absence  of  five  days, 
but  subsequently  did  not  at  once  recognize  his 
father  after  an  absence  of  twenty  days."  Win- 
ifred Hall,  Child  Study  Monthly,  2:524. 

4.  "A  little  boy,  six  months  old,  whose  hand  had 
been  slightly  burnt  by  a  hot  vase,  shrank  back 
at  the  sight  of  the  article  a  few  days  after." 
Fred  Tracy,  The  Psychology  of  Childhood,  page 
48. 

5.  "At  six  months  Emile  was  slightly  burned  by 
touching  a  warm  dish  with  his  hand,  when  it  is 
presented  to  him  again  he  draws  his  hand  back 
with  an  evident  intention  to  escape  pain."  Ibid 
page  10,  Compayre,  The  Intellectual  and  Moral 
Development  of  a  Child,  i  :224. 

6.  "Sigismund  gives  an  interesting  case  of  memory 
in  a  boy  about  eight  months  old.  While  in  the 
bath  he  tried  repeatedly  to  raise  himself  up  by 
the  edge  of  the  tub,  but  in  vain.  Finally  he  suc- 
ceeded by  grasping  a  handle,  near  which  he  ac- 
cidentally fell.  Next  time  he  was  put  into  the 
bath,  he  reached  out  immediately  for  the  afore- 
said handle  and  raised  himself  up  in  triumph." 
Fred  Tracy,  The  Psychology  of  Childhood, 
page  48. 

7.  "Twelfth  month.  In  the  second  week  of  the 
month  her  uncle  showed  her  how  he  lifted  the 
window    sash,    and    four    days    after,    catching 


KNOWING 


131 


sight  of  the  finger  handle,  she  tugged  at  it  with 
impatient  cries,  trying  to  make  the  sash  go  up." 
Milicent  Shinn,  The  Biography  of  a  Baby,  page 
244. 

8.  "Hence  it  is  worthy  of  note  that  a  girl  in  her 
twelfth  month  recognized  her  nurse  after  six 
days'  absence,  immediately  'with  sobs  of  joy,'  as 
the  mother  reports  (Frau  Von  Striimpell),  an- 
other recognized  her  father  after  a  separation  of 
four  days  even  in  the  tenth  month  (Lindner). 
Preyer,  The  Development  of  the  Intellect, 
page  7. 

9.  "The  child  J.  in  his  twelfth  month,  remembered 
after  an  interval  of  two  days  that  a  marble  was 
to  be  put  in  a  tin  can,  and  that  the  can  was  then 
to  be  shaken;  that  a  can  lid  goes  on  a  can;  that 
blocks  were  to  be  set  on  his  head ;  and  that  they 
were  to  be  piled  on  top  of  another."  D.  R. 
Major,  First  Steps  in  Mental  Growth,  page  132. 

MEMORIES 
Earliest  memories  as  reported  by  members  of  the 
course.     Describe  the  earliest  event  of  your  life  that 
you  can  recall,  and  give  the  reason  for  the  persistence 
of  the  memory. 

Females 

Pres-     Age 

ent      at  time  Incident 

age     of  event 

21  4  Accident  to  sister. 

21  4  Attending    (visiting)    a    Kinder 

garten. 

19         4  Moving  from  one  house  to  an- 

other. Event. 

24         5  Quarrelling  with  brother. 

21  3  Sickness   (self). 

21  3  Little  dish  in  rain,  getting  it  as 

gift  and  taking  it  home.  Having  the  dish 

later. 


Cause  of 

Memory 

Elxcitement. 

Event. 


132 


THE  ESSENTIALS  OF  CHILD  STUDY 


Females 
Pres-     Age 
ent       at  time 
age      of  event 


Incident 


22 


ig  mo. 


24 

2 

23 

5 

20 

3 

19 

4 

21 

4 

22 

3 

Discovering  Santa  Claus  by  see- 
ing toys  before   Christmas. 

Moving  to  different  town,  first 
trip  on  the  train. 

Cut  head,  blood  in  water,  new 
bonnet,  ice  cream. 

First  day  at  school,  picture  of 
pig,  teacher  took  her  on  her 
lap. 

Learning  to  walk  with  red  chair ; 
father  took  chair  and  kept  a 
little  ahead.  She  walked  alone 
until  she  became  conscious  of 
walking  alone,  then  sat  down, — 
surprise  and  indignation. 


Being  baptized. 

Can  of  lye  spilled  on  face — pain- 
ful. 
Crossing   Miss.    River   on   train ; 

saw  men  in  a  boat. 
Building    new    house ;    carpenter 

took  her  up  ladder  to  chimney 

— seeing  country. 
Drinking  maple  sap  out  of  small 

tin  bucket. 
Visiting  California  calla  lily  bed, 

burying  head   in  the  white 

flowers. 


Cause  of 
Memory 

Nobody  ever 
mentioned   it. 

Remember  what 
was  seen. 

Great  event. 


Keen   attention. 


People  say  I  do 
not  remember 
this  but  I  think 
I  do. 

Excited. 

Pain. 


Event. 


Proof  of  mem- 
ory, showed 
spot  to  mother 
after  13  years. 


KNOWING 

1 

33 

Females 
Pres-     Age 
ent       at  time 
age      of  event 
21          3          Rocking 
tive. 

Incident 
cradle  at  home  of  rela- 

Cause  of 
Memory 

First  view 
cradle. 

of 

30  3  Birth    of    sister — father    carried 

her  to  see  the  baby. 

22  3  Very  sick — medicine  in  blue  bot- 

tles— learning    to    walk    after 
sickness. 
21  7  Excitement     on     hearing     Santa 

Claus  in  house. 

20  3  Building  new  house,  and  birth  of 

brother. 
24        2V2         Blizzard — looking    through    win- 
dow. 

24  3  Birth  of  brother. 

23  3  Put  carbolic  acid  to  mouth,  car- 

ried to  neighbors,  given  cream. 

21  4  Hitching  dog  to  sleigh  and  trying 

to  whistle. 

25  2Y2         Finger    crushed — mother    crying. 
23  3  Barefoot  man  with  gun  came  for 

drink. 
20        2-3        Walking   barefoot    in   yard,    and 
(2)    carrying   little    kittens    in 
apron.  Probably     the 


first  time. 


21  3  Picture    taken — lace   apron,    bare 

feet. 

20  2  Seeing     baby     wrapped     in     red 

blanket. 

2\  3  The     corner     where     playthings 

were  kept;  (2)  taking  medicine 
for  whooping  cough. 

20  4  Going  to  bed  alone  for  the  first 

time,  pillow  fell  on  floor  in 
dark,  did  not  pick  it  up. 


134 


THE  ESSENTIALS  OF  CHILD  STUDY 


Females 

Pres-     Age 

ent       at  time                       Incident 

Cause  of 

age      of  event 

Memory 

19        2H 

Prairie  fire. 

Not  sure. 

19          6 

Trip  with  mother — being  sick  on 
trip. 

24         3 

Trying   to    build    windmill    with 
nails. 

24         4 

Running  away  from  home  with 
brother,    scared    at    movers — 

ran  home. 

The    disobedi- 
ence. 

22  3  Lying  on  floor  playing  with  domi- 

noes,   sunlight    on    red    carpet. 

22  4  or  5  Playing  in  neighbor's  house,  fell 
and  hurt  head — carried  home — 
what  she  said  to  mother. 


Visit  at  school. 
Birth  of  brother. 
Birth  of  brother. 

Falling  down  stairs. 
Rolling  two-year  old  brother 
down  stairs. 

Wheeling  baby  carriage. 
Brother  whipping  me  on  birthday. 

Broke    doll    and    bank   to    show 

force. 
Dance  of  father  and  new  mother. 

When  moving  left  blunt  shears. 
Grandfather   sat   on  baby  chair. 


3  Illness — rabbits  for  taking  medi- 

cine. 


20 

4 

19 

2K2 

24 

2/2 

22 

3 

21 

4 

21 

3K2 

24 

4 

21 

3 

20 

3 

21 

3 

23 

3 

Remembers 
vividly  all  de- 
tails. 

Joy. 

Joy. 

Father's  laugh- 
ing. 

Frightened. 

Sick  feeling  of 
fear  at  result. 

Pride. 

Hurt  my  feel- 
ings. 

Heart  broken. 

First  view  of 
new  mother. 

Cried  on  train. 

Pride  at  grand- 
father being 
the  baby. 

Weakness  and 
desire. 


KNOWING 


135 


Females 
Pres-     Age 
ent      at  time 
age     of  event 

21  5  Girl  thinking  she  had  swallowed 

pins. 


Incident 


20 

5 

20 

3 

21 

3 

20 

4 

19 

3 

21 

4/2 

21 

3 

20 

7 

19 

4 

23 


Going   to   barn — freezing   hands. 
Clothes    around    neck — hung    on 

tree. 
Swing  on   Sunday  morning  "till 

old  cat  dies." 
Let  brother  run  away. 

Naming  of  brother. 

Sister  started  to  school. 

Bananas  at  party. 

Sister's  death. 

Boys  slid  dishpan  down  cellar 
steps  to  entertain  her  while 
sick. 

Wasp  sting. 


Christmas  away  from  home — 
mother  came  instead  of  Santa 
Claus. 

Taken  from  home  at  brother's 
death,  contagious  disease. 


20         4  Running  away  from  home. 

23        2Y2        Foxes  in  sack. 


21 


First  ice  cream  at  band  concert. 


Cause  of 

Memory 

Druggist  saying 
she  would  have 
to  be  cut  open. 

Pain. 

Scared  —  nearly 
hung. 

Pleasure. 

Sorry  at  disap- 
proval. 

Co  mp  romise 
made. 

Lonesomeness 
first  day. 

Good  —  black 
specs — seeds. 

Fear  of  dark 
room. 


Disobeyed 
warning  and 
hurt. 


Joy. 

Fear  in  going — 
joy  in  return- 
ing. 

Punishment. 

Fear  of  wrig- 
gling. 

Best  ever  tasted. 


136 


THE  ESSENTIALS  OF  CHILD  STUDY 


Incident 


Females 
Pres-   Age 
ent    at  time 
age    of  event 

27        2J/2         Flood    and    work    to    save    mill- 
dam. 

22  4  Bit  by  dog. 

22  4  Playing  with   cousin    who   could 

not  talk  English. 
3  Ride  in  a  little  wagon. 


19 


24 


18 


27 


21 

S 

22 

4 

20 

5 

33 

5 

24 

4 

21 

3 

21 

2 

Fell  from  upstair's  window. 
Chased  by  turkey  gobbler. 
Grandfather,  day  he  left  for  fair 

— he  died  at  fair. 
Fall  from  attic  ladder. 

Placed  nickel  in  baby's  mouth — 

choked. 
Dress — gray  and  red  velvet. 
Shut  aunt  in  closet  with  spring 

lock — was    going    away,    could 

not  get  out. 


Cause  of 
Memory 


Excitement. 
Scared. 


Seemed  small 
by  mother. 
Shaking  her. 
Laughing  at  her. 

His  happiness. 
How    house 

looked  as  I 

fell. 

Scared. 


Disappointment 
and  fright. 


2H 

Man    sitting   on    water   in    river, 

fishing. 

Wondered  at  it. 

2/2 

Mother's    death,    sent    to    aunt, 
wanted  to  go  ofif  with   father, 
tried  to  climb  in. 

3 

Girl  playing  with  fire  and  burned 

when  she  walked  into  it. 

Terror. 

4 

Would     not     come     into     house, 

father  slapped. 

Only  punish- 
ment. 

2^ 

Rat  dropped  dead  onto  bed  from 

cabin. 

Fright. 

7 

Caterpillar  put  on  her. 

Frightened  and 
made  sick. 

There   were  only   seven  cases  of  males  given   and 


KNOWING  137 


these  have  been  omitted  from  the  above  list.  Not 
all  of  the  cases  of  the  women  who  replied  to  the  que?- 
tionaire  have  been  given  but  probably  sufficient  to  indi- 
cate the  nature  of  the  early  memories  that  may  be 
recalled  in  after  life.  From  the  information  obtained 
it  would  seem  that  not  more  than  twelve  per  cent  of 
the  class  can  go  back  in  memory  to  the  third  year  or 
earlier,  about  twenty  per  cent  to  the  fourth  year  or 
earlier,  and  less  than  fifty  per  cent  to  the  fifth  year  or 
earlier.  The  greatest  variety,  as  well  as  the  most  last- 
ing memories  occur  in  the  teens. 

IV.  Imagination.  Every  one  who  has  studied  chil- 
dren is  aware  of  the  important  part  played  by  imagi- 
nation in  childhood.  Both  passive  and  active  imagi- 
nation seem  to  be  laying  the  foundation  for  future 
intellectual  strength  and  activity.  For  a  number  of 
years  the  child  is  scarcely  able  to  distinguish  between 
imagination  and  reality.  He  peoples  his  world  with 
all  sorts  of  things.  The  inanimate  objects  around  him 
are  furnished  with  souls  and  real  life.  They  feel  and 
receive  proper  chastisement  when  disobedient.  A  relic 
of  this  personification  may  be  seen  even  in  manhood 
when  we  are  tempted  to  kick  the  inanimate  object 
that  has  caused  us  to  stumble.  No  field  of  child  study 
seems  to  ofifer  more  interesting  and  profitable  returns 
than  the  imagination  of  children.  Observe  for  an 
hour  all  the  activities  of  a  child  (from  three  to  seven) 
at  play,  flitting  now  to  real,  now  to  unreal,  his  whole 
creative  world  changed  to  a  new  one  by  the  mere 
chirp  of  a  bird,  or  the  movement  of  an  object,  and 
the  beginnings  of  intellect,  of  emotion  and  of  aesthet- 
ics, will  be  presented  with  new  meaning.  Such  study 
will  enlarge  the  sympathy  of  the  observer  and  rejuve- 
nate his  mind. 


138  THE  ESSENTIALS  OF  CHILD  STUDY 

The  many  incongruities  of  this  make-believe  world 
of  the  child  do  not  occur  to  him.  The  myth,  the 
fairy  tale,  the  folklore,  the  imaginative  and  the  hero 
stories  are  alike  real  to  him,  and,  may  we  not  say, 
furnish  the  food  for  the  later  stages  of  intellect. 

Imagination  does  not  create  but  only  revives  or 
reproduces  material  already  in  mind.  By  transform- 
ing and  reuniting  parts  of  former  experiences  the 
product  may  seem  new.  The  power  of  imagination 
differs  greatly  with  individuals. 

The  fuller  and  richer  the  mind  the  greater  the  play 
and  possibilities  of  imagination.  Passive  imagination 
(spontaneous  uncontrolled  imagining  or  living  over 
of  the  past),  including  fancy,  reverie  or  day-dreaming 
reaches  its  acme  only  in  a  well  filled  mind,  and  is 
prevalent  among  artists,  poets,  and  scientists.  It  has, 
no  doubt,  a  legitimate  place,  but  only  when  these 
images  and  day-dreams  are  put  into  thought  and  ac- 
tion. But  the  kind  of  imagination  most  essential  to 
progress  is  the  active  or  constructive  imagination. 
Here  again  the  scientists  and  artists  lead.  A  study 
of  the  natural  processes  of  constructive  imagination 
is  important  to  every  student.  There  is  the  breaking 
up  or  disassociation  of  past  experiences,  the  fading  or 
dropping  away  of  some,  the  reappearing  and  combin- 
ing of  others  in  new  and  unnatural  forms,  the  recom- 
bining  of  these  forms  into  still  others  more  in  har- 
mony with  the  individual's  faith,  instincts,  and  intel- 
ligence. In  this  process  there  are  four  important 
steps  which  will  be  discussed  further  in  class;  (i) 
The  individual's  natural  impulse  or  tendency  (atti- 
tude) ;  (2)  the  intention,  aim,  purpose;  (3)  selective 
attention;  (4)  the  judgment  of  appropriateness  to  the 
ideal,  the  feeling  of  fitness. 


KNOWING  139 


What  are  some  of  the  early  indications  of  imagi- 
nation? Give  examples  of  the  dififerent  types.  Is  a 
vivid  imagination  a  hindrance  to  scientific  study?  Are 
we  apt  in  ovir  educational  methods  to  overestimate 
the  imagination?  Does  a  vivid  imagination  tend  to 
increase  deception  or  dishonesty  of  character? 

RECORDS    ON    IMAGINATION 

1.  "Mme.  Necker  de  Saussure  says,  'I  have  seen 
a  child  eleven  months  old  recognize  a  very 
small  dog  in  an  engraving.'  "  Mme.  Necker 
de  Saussure — Compayre,  The  Intellectual  and 
Moral  Development  of  the  Child,  i  :247. 

2.  "427th  Day.  The  kindergarten  balls,  which 
had  been  to  the  child  nothing  more  than  balls, 
were  one  day,  swung  back  and  forth,  like  the 
pendulum  of  the  clock,  while  he  said,  'Tick, 
tock,  tick,  tock'."  Winifred  Hall,  Child  Study 
Monthly,  2:533. 

3.  "479th  Day.  That  imagination  had  changed 
his  shoe  to  a  running  horse  was  evident  when 
he  pushed  it  rapidly  across  the  table,  saying 
'horse' ;  and  had  imbued  an  apple  with  loco- 
motive power  when  he  rolled  it  across  the 
floor  as  he  cried  'apple  walk'."  Winifred  Hall, 
Child  Study  Monthly,  2  1533. 

4.  "484th  Day.  He  came  one  day  with  a  half- 
inch  square  of  white  paper,  which  he  desired  to 
put  on  his  mother's  head,  saying  with  a  merry 
laugh  'hat'."  Winifred  Hall,  Child  Study 
Monthly,  2:533. 

5-  "577th  Day.  She  called  a  toy  pitcher  'milk 
man'  because  it  had  contained  milk  but  she  did 
it  with  a  laugh,  clearly  realizing  how  far  the 
metaphor  was  stretched."  Geo.  Van  Ness  Dear- 
born, Moto-Sensory  Development,  page  175. 

6.  "She  drew  with  chalk  a  round  mark  on  the 
floor,  put  a  row  of  dots  within  it  and  said  they 


140  THE  ESSENTIALS  OF  CHILD  STUDY 

were  buttons — end  of  eighty-third  week."  Geo. 
Van  Ness  Dearborn,  Moto-Sensory  Develop- 
ment, page  175. 

7.  "A  little  girl  aged  only  one  year  and  ten  months 
insisted  upon  being  addressed  by  a  fancy  name, 
Isabel,  when  she  was  put  to  bed  but  would  not 
be  called  by  this  name  at  any  other  time."  Jas. 
Sully,  Studies  of  Childhood,  page  39. 

8.  "A  little  boy  not  yet  two  years  old  would 
spend  a  whole  wet  afternoon  'painting'  the 
furniture  with  the  dry  end  of  a  bit  of  rope." 
Jas.  Sully,  Studies  of  Childhood,  page  37. 

9.  "For  example,  R.  looking  at  columns  of  coal- 
smoke  rolling  out  of  a  chimney  of  a  nearby 
house,  cried  'choo-choo,'  twenty-sixth  month." 
Dr.  R.  Major,  First  Steps  in  Mental  Growth, 
page  238. 

10.  "When  he  is  in  his  cradle  he  shows  me  the 
middle  of  the  bed  and  then  the  edge,  and  says 
'This  is  the  road  and  that  is  the  ditch'.  Two 
and  a  half  years  old."  Guyon — Compayre, 
The  Intellectual  and  Moral  Development  of 
the  Child,  i  1257. 

11.  "There  sits  a  little  charming  master  of  three 
years  before  his  small  table  busied  for  a  whole 
•hour  in  a  fanciful  game  with  shells.  He  has 
three  so-called  snake  heads  in  his  domain,  a 
large  one  and  two  smaller  ones ;  this  means  two 
calves  and  a  cow.  In  a  tiny  tin  dish  the  little 
farmer  has  put  all  kinds  of  petals,  that  is  the 

fodder  for  his  numerous  and  fine  cattle 

When  the  play  has  lasted  a  time  the  fodder  dish 
transforms  itself  into  a  heavy  wagon  with  hay; 
the  little  shells  now  become  little  horses  and 
are  put  to  the  shafts  to  pull  the  terrible  load." 
Goltz — Sully,  Studies  of  Childhood,  page  42. 

12.  "Another  little  boy  well  on  in  his  fourth  year 
when  tracing  a  letter  L  happened  to  slip  so 
that  the  horizontal  limb  formed  an  angle  thus, 

He    instantly   saw   the    resemblance   to 


k 


KNOWING  141 


the  sedentary  human  form  and  said,  'Oh,  he's 
sitting  down.'  "  Jas.  Sully,  Studies  of  Child- 
hood, page  30. 

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142  THE  ESSENTIALS  OF  CHILD  STUDY 

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KNOWING  143 


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Psych.,  3:  144-148. 


,  CHAPTER  XIX. 

KNOWING— Concluded 
CONCEPTION— JUDGMENT— REASONING 

These  terms,  representing  as  they  do  the  higher  pro- 
cesses of  thought,  need  more  explanation  than  can 
be  given  here.  In  passing  from  the  concrete  or  in- 
dividual notion  to  the  abstract  or  general  notion,  we 
pass  from  the  percept  to  the  concept,  and  in  comparing 
or  connecting  two  or  more  percepts  or  concepts  we 
perform  an  act  of  judgment.  Likewise  reasoning  pro- 
cesses are  necessary  in  forming  judgments,  while  the 
judgment  when  formed  becomes  the  starting  point 
for  new  processes  of  reasoning.  These  processes  are 
so  closely  connected,  differing  rather  in  quantity 
than  quality,  that  it  becomes  necessary  to  treat  them 
together. 

It  is  not  easy  to  determine  when  the  child  first  be- 
gins to  generalize.  Locke,  Condillac,  Taine  and  oth- 
ers place  this  period  with  the  beginning  of  speech, 
while  Perez,  Preyer,  Sully,  with  others,  place  it  earlier. 
There  is  certainly  not  much  progress  in  abstraction 
prior  to  the  use  of  words,  and  yet,  as  explained  by 
Preyer  and  Perez,  there  may  be  considerable  judg- 
ment and  reasoning,  and  even  vague  abstraction,  with- 
out language. 

Make  note  of  the  earliest  indications  of  thought  in 
children  and  the  age  of  the  child  observed.  Also,  when 
possible  make  the  original  observations  on  children 
under  three  and  bring  to  class  for  comparison. 

Along  with  the  age  of  imagery  mentioned  in  a  for- 

145 

10 


146  THE  ESSENTIALS  OF  CHILD  STUDY 

mer  lesson,  there  is  another  equally  pronounced  period 
known  as  the  age  of  questioning.  This  age  generally 
begins  in  the  third  year,  reaches  the  maximum  in  the 
fifth,  and  declines  through  inhibition  with  the  sixth 
year.  First,  a  seeking  for  facts — "What  is  it?"  Then 
the  cause,  "Why  is  it?"  and  then  "How  are  things 
made?"  That  little  "Why"  which  passes  through  all 
phases  of  thought  becomes  most  difficult  to  satisfy. 
The  meaning  of  this  questioning.  Its  importance  to 
intellectual  growth.  Its  value  as  a  key  to  the  child's 
mind.  ^Show  how  these  three  questions  of  the  child 
illustrate  the  three  important  phases  of  intelligence : 
Scientific  (gathering)  ;  philosophic  (interpreting)  ;  in- 
ventive (constructive  teaching)  ?  What  is  a  good  way 
to  gather  data  on  the  reasoning  of  children  ?'j 

TYPES  OF  THE  CHILD'S  REASONING 

1.  "After  grasping  my  finger  and  drawing  it  to 
his  mouth,  his  own  hand  prevented  him  from 
sucking  it;  but  on  the  114th  day,  after  acting 
in  this  manner,  he  slipped  his  own  hand  down 
so  that  he  could  get  the  end  of  my  finger  into 
his  mouth."  (This  was  repeated,)  Chas.  Dar- 
win, Mind,  2  1287. 

2.  "ii8th  Day.  When  drinking,  if  the  cup  was 
withdrawn  from  his  mouth,  he  took  hold  of  his 
mother's  hand  and  drew  it  back,  letting  go 
when  he  had  obtained  the  milk."  Winifred 
Hall,  Child  Study  Monthly,  2:534. 

3.  "When  the  little  boy  R.  was  four  months  old, 
he  was  playing  one  day  on  the  floor  surrounded 
by  his  toys.  One  toy  rolled  away  beyond  his 
reach.  He  seized  a  clothespin  and  used  that 
as  a  "rake"  with  which  to  draw  the  toy  within 
reach  of  his  hand."  Fred  Tracy,  The  Psychol- 
ogy of  Childhood,  page  68. 


KNOWING  147 


4.  "The  baby  showed  intelligence  in  her  actions 
in  several  little  ways,  such  as  tugging  with  im- 
patient cries  at  her  mother's  dress  when  she 
wanted  her  dinner  and  leaning  over  to  pluck  at 
the  carriage  blanket  under  which  her  mother 
had  laid  some  flowers  to  keep  them  from  her." 
Five  months  old.  IMilicent  Shinn,  The  Biog- 
raphy of  a  Baby,  page  167. 

5.  "At  six  months  Marcel  watches  attentively  the 
shadows  cast  on  a  white  wall  by  movements  of 
the  fingers.  He  follows  them  with  his  eyes, 
but  turns  frequently  to  look  at  his  father's 
hand."  Compayre,  The  Biography  of  a  Baby, 
11:37. 

6.  "In  the  thirty-seventh  week  when  anyone  pass- 
ed a  certain  window  the  child  looked  on  to  the 
door  by  which  the  room  was  entered."  Win- 
ifred Hall,  Child  Study  Monthly,  2  :535. 

7.  "342nd  day.  A  ball,  with  which  he  was  play- 
ing in  his  bed,  rolled  out  of  reach  upon  a 
blanket,  he  began  at  once  to  pull  the  blanket 
toward  him  until  he  could  reach  the  ball."  Win- 
ifred Hall,  Child  Study  Monthly,  2:535. 

8.  "One  year,  four  months.  C.  likes  to  climb 
into  a  chair  beside  the  dining  room  table  and 
play  with  the  colored  vinegar  bottle  and  other 
dishes,  but  has  been  taught  that  he  must  not. 
He  was  playing  about  the  room  with  a  tin  can 
and  a  wooden  stopple  when  he  w^alked  up  to 
the  table,  pushed  them  vip  on  it  until  he  could 
not  reach  them,  then  drew  a  chair  up  to  the 
table  and  climbed  into  it  as  tho  he  had  a  right 
to  his  playthings.  This  same  thing  has  been 
repeated."     H.    W.    Brown,    Ped.    Sem.    2:369. 

9.  "A  little  girl  of  this  age  (eighteen  mos.)  used 
to  feign  sleep  until  the  nurse  left  the  room, 
when  she  would  immediately  resume  her  in- 
terrupted romps."  Fred  Tracy,  The  Psychol- 
ogy of  Childhood,  page  69. 


148  THE  ESSENTIALS  OF  CHILD  STUDY 

10.  One  year,  eight  months.  "S.  was  trying  to 
put  on  her  rubbers.  Her  mother  told  her  to 
push.  When  she  was  putting  on  her  dress 
soon  after,  S.  said  'push.'  "  H.  W.  Brwn,  Ped. 
Sem.  2:369. 

11.  "One  year,  eight  mos.  S.  had  a  doll  whose 
hair  had  all  come  off,  and  after  visiting  her 
grandfather,  who  was  bald,  she  named  the  doll 
'grandpa.'"     H.  W.  Brown,  Ped.  Sem.  2:369. 

12.  Two  and  a  half  years.  "When  the  child  did 
not  see  the  sun  in  the  sky  he  said,  'It  has  gone 
to  bed ;  tomorrow  it  will  get  up  and  drink  tea 
and  eat  a  piece  of  bread  and  butter.'  "  F.  Tiede- 
man.  Record  of.  Infant  Life,  page  45. 


CHAPTER  XX 
IDEAS   OF   SELF 

Little  by  little  the  child  learns  to  distinguish  be- 
tween self  and  not  self — its  objective  and  subjective 
world.  The  earliest  difference  in  the  sensations  when 
the  child  touches  its  own  body  or  some  foreign  object 
must  soon  be  observed,  and  the  same  is  true  of 
the  muscular  feeling  accompanying  bodily  movements, 
and  its  absence  in  movements  made  by  others.  By 
the  fifth  month  the  child  may  be  seen  to  observe  at- 
tentively its  hands  and  fingers,  and  later  other  parts  of 
the  body;  however,  its  idea  of  what  is  included  in  self 
is  quite  vague  for  the  first  two  or  three  years.  Preyer 
tells  of  a  boy  of  nineteen  months  who  endeavored  to 
hand  over  his  foot  on  being  asked.  All  the  senses  play 
a  part  in  the  development  of  consciousness. 

Considerable  advance  in  the  ideas  of  self  occurs 
when  the  child  perceives  itself  as  the  cause  of  the 
change  taking  place.  It  discovers  its  ability  to  make 
sounds,  to  move  its  limbs,  to  tear  paper,  to  move 
others  by  appeals,  etc.  Thru  these  it  learns  to  dis- 
tinguish between  its  body  and  its  higher  self.  Sully 
relates  the  case  of  a  girl  of  three  who  gave  evidence 
of  making  this  distinction. 

It  is  interesting  to  note  in  this  connection  the  child's 
action  toward  its  image  in  the  mirror.  It  recognizes 
the  image  of  its  attendant  sooner  than  its  own. 
Preyer's  boy  first  connected  his  image  with  himself  on 
the  twenty-first  month.  How  do  young  animals  act 
upon  first  seeing  their  images  in  the  mirror;  likewise 

149 


150  THE  ESSENTIALS  OF  CHILD  STUDY 

children?    When  and  how  do  children  come  to  recog- 
nize the  image  as  their  own? 

THE  USE  OF  PRONOUNS 

The  child  first  uses  concrete  names  as  "baby  good," 
"mama  play,"  "papa  come,"  etc.  The  transition  from 
"baby"  to  "I"  occurs  about  the  twenty-fifth  month. 
"Me"  is  generally  used  before  "I,"  and  "I"  and  "me" 
before  "you." 

The  child  acquires  the  use  of  the  language  by  imita- 
tion. How  about  personal  pronouns?  The  correct 
use  of  "I"  is  taken  by  many  observers  as  marking  the 
beginning  of  a  clear  idea  of  itself. 

Observe  a  child  of  twenty  or  thirty  months  to  see 
what  use  he  makes  of  pronouns.  The  Pedagogics  of 
the  subject. 

REFERENCES 

1.  Allen,  Grant.    A  Thinking  Machine.     Pop.  Sci.  Mo.,  28:596- 

605. 

2.  Baldxmn,  J.  M.     Mental  Development  in  the  Child  and  the 

Race,  pp.  276-316. 

3.  Bowen,  H.  C.     Training  of  the  Judgment  and  Reasoning 

Faculties.     Sci.,  9:63-68,  164-168. 

4.  Children's  Questions.     Pop.  Sci.  Mo.,  43 :  238-239. 

5.  Compayre,  G.     The  Intellectual  and  Moral  Development  of 

the  Child,  pp.  265-298. 

6.  Compayre,  G.     Development  of  the  Child  in  Later  Infancy, 

pp.  1-61,  260-288. 

7.  Davis,  Anna  I.    On  Children's  Interests  in  the  Casual  Idea. 

Child  Study  Mo.,  2 :  226-232. 

8.  Drummond,  W.  B.     The  Child:  His  Nature  and  Nurture, 

pp.  102-103. 

9.  Franklin,    Christine    L.      Intuition    and    Reason.      Monist., 

3:  211-219. 
10.    Hall,  Mrs.   W.  S.     First  Five  Hundred  Days  of  a  Child's 
Life.     Child  Study  Mo.,  2 :  530-537- 


IDEAS  OF  SELF  151 


11.  Hancock,  J.  A.     Children's  Ability  to  Reason.     Educa.  Rev., 

12:  261-268. 

12.  Kidd,  D.    Savage  Childhood,  pp.  57-78. 

13.  Kirkpatrick,  E.  A.     Fundamentals  of  Child  Study,  pp.  274- 

286,  302-317. 

14.  Marwedel,  Emma.     Conscious  Motherhood,  pp.  192,  209-224, 

501-S11,  514-547- 

15.  Perez,  Bernard.     First  Three  Years  of  Childhood,  pp.  163- 

231,  280-285. 

16.  (J.J.)     Psychology  of  Reasoning.     Science,  8 :  265-266. 

17.  Preyer,  W.     Mind  of  the  Child.     Development  of  the  Intel- 

lect, pp.  189-207. 

18.  Preyer,   W.     Infant   Mind,  or   Mental   Development   in  the 

Child,  pp.  66-83,  141-156. 

19.  Russell,  E.  H.    Child  Observations.    Imitation  Introductions, 

pp.  xv-xxviii. 

20.  Scott,  Colin  A.    Secondhand  Science  and  Children's  Reason- 

ing.    Educa.  Rev.,  31 :  167-179. 

21.  Sully,  Jas.     Studies  of  Childhood,  pp.  64-120,  178-182. 

22.  Sully,  Jas.     Psychology  of  Conception.     Monist.,  i :  481-505. 
22,-     Tanner,  Amy  E.     The  Child,  pp.   141-172. 

24.  Taylor,  A.  R.     The  Study  of  the  Child,  pp.  137-158. 

25.  Tracy,  Fred.     Psychology  of  Childhood,  pp.  75-87.     7th  Ed., 

pp.  63-74. 

26.  Wright,  C.     Evolution   of   Self-Consciousness.     North   Am. 

Rev.,  116:  245-310. 


CHAPTERS    XXI-XXIII 

WILLING 

THE  DEVELOPMENT  OF  THE  WILL 

Whatever  theory  is  held  regarding  the  origin  and 
freedom  of  the  will,  no  one  will  deny  its  importance 
in  the  scheme  of  education.  The  sign  of  will  is  mus- 
cular movement;  but  not  all  movements  indicate  will, 
for  the  first  movements  of  the  child  are  impulsive, 
reflexive,  or  instinctive  and  wholly  involuntary.  These 
movements  furnish  the  sensations,  perceptions  and 
ideas  out  of  which  the  first  imitative  (will)  movements 
are  developed,  and  are  consequently  important  factors 
in  the  child's  education.  As  stated  by  Preyer,  "On  the 
forming  of  the  will  depends  well  nigh  everything  in 
the  earliest  education." 

I.  Impulsive  Movements.  According  to  Preyer's 
most  interesting  scheme  of  classification  the  impulsive 
movements  take  place  without  previous  peripheral 
excitement,  but  are  the  result  of  internal  changes  af- 
fecting the  lower  motor  centers.  They  are  unconscious, 
aimless  and  entirely  involuntary.  Most  of  the  early 
movements  are  of  this  class,  such  movements  as 
stretching,  yawning,  spontaneous  movements  of  the 
legs  and  arms,  body,  eyes,  spreading  or  bending  of  the 
toes  and  fingers,  contortions  of  the  face,  doubling  up 
in  sleep  and  many  other  movements  due  to  internal 
stimulus.  Some  of  these  movements  like  stretching 
and  yawning  persist  thru  life,  others  continue  for 
years,  as  seen  in  sleep,  while  a  majority  of  them  be- 

152 


WILLING  153 


come  eliminated  by  the  end  of  the  second  year.  Many 
of  these  movements  are  transformed  into  expressive 
movements  as  when  the  legs,  thru  rapid  movement, 
show  that  the  child  is  displeased.  The  impulsive 
movements  are  involuntary  but  they  furnish  the  foun- 
dation for  later  voluntary  ones. 

II.  Reflex  Movements  require  peripheral  excite- 
ment and  both  sensory  and  motor  apparatus,  but  do 
not  involve  consciousness  prior  to  the  movement. 
They  are  later  in  origin  than  the  impulsive  or  spon- 
taneous movements  and  increase  in  efficiency  after 
birth.  Many  pass  thru  a  double  transformation  from 
reflex  to  voluntary  and  back  again  to  reflex  or  auto- 
matic. A  majority  seem  inborn,  while  others,  as  reflex 
eye  movements,  pain  reflexes,  etc.,  seem  acquired.  Do 
reflexes  continue  thru  life?  How  do  reflexes  aid  in  the 
development  of  the  will? 

III.  Instinctive  Movements  require  at  least  three 
sorts  of  centers,  more  or  less  connected, — lower  sen- 
sory, higher  sensory  and  lower  motor  centers;  they 
have  an  aim  without  foresight  of  it,  and  are  not  im- 
parted by  education.  They  are  the  result  of  inherited 
psychophysical  complexes,  coordinated  impulses  and 
reflexes;  spontaneous,  congenital  modes  of  action;  or- 
ganized and  controlled  nervous  responses.  They  are 
numerous  and  accurate  in  animals,  more  numerous  but 
less  accurate  in  man  wherein  they  change  to  habits 
and  lose  their  value  as  modes  of  response  and  control. 
They  furnish  the  foundation  for  the  development  of 
intelligence.  A  thorough  study  of  the  psychology  of 
the  instinct  and  its  relation  to  habit  and  intelligence 
will  be  specially  helpful  to  the  teacher. 

(i)  Seizing.  Moving  the  hands  and  arms  is  partly 
impulsive,  partly  reflex,  but  also  has   instinctive  ele- 


154  THE  ESSENTIALS  OF  CHILD  STUDY 

ments,  as  movements  towards  the  face  and  holding 
fast  to  objects  in  the  hands.  First  intentional  grasp- 
ing, i8th  week  (Sigismund  and  Preyer).  Contraposi- 
tion of  thumb  twelfth  week, — not  of  great  toe.  Right 
and  left  handedness — first  both  hands  move  together, 
then  separately  about  equally;  from  the  eighth  month 
the  right  hand  is  preferred. 

(2)  Instinctive  Mouth  Movements:  Sucking,  lick- 
ing, biting,  chewing,  grinding  the  teeth.  These  move- 
ments may  contain  other  elements,  but  every  one 
contains  without  doubt  an  instinctive,  unconscious 
purpose. 

(3)  Learning  to  walk  comprises  another  series  of 
instinctive  movements,  resulting  first  in  ability  to  bal- 
ance head  (3rd  or  4th  month),  next  ability  to  sit  up- 
right (7th  to  loth  month ;  with  support  a  few  months 
earlier)  ;  then  ability  to  stand  with  and  without  sup- 
port (9th  to  I2th  month),  and  finally  ability  to  balance 
the  body  in  walking,  which  is  most  difficult  and  varies 
most  in  time.  This  series  includes  creeping,  running, 
jumping,  and  climbing.  Why  should  these  movements 
be  classed  as  instinctive?  Wherein  are  they  mani- 
festations of  will?  Should  children  be  urged  in,  or 
prevented  from  any  of  these  movements?  Why?  How 
do  they  aid  in  the  later  development  of  the  child?  How 
are  instincts  related  to  intelligence? 

IV.  Ideational  Movements:  Due  to  sense  percep- 
tion with  a  conscious  idea  of  the  end  sought  and  the 
means  to  its  realization.  They  require  at  least  four 
sorts  of  nerve  centers — lower  and  higher  sensory,  the 
lower  and  higher  motor.  Here  we  have  for  the  first 
true  will  movements — actions  in  the  true  sense.  This 
group  completes  the  list  of  possible  movements.  From 
the  simplest  to  the  most  complex  there  is  a  gradual 


WILLING  155 

graduation  with  considerable  over-lapping  and  no  dis- 
tinct lines  of  demarkation.  The  ideational  movements 
are  best  studied  thru  the  three  subdivisions,  imitative, 
expressive,  and  delil^erative  movements. 

(a)  Imitative  Movements.  The  beginnings  of  im- 
itation is  of  special  interest  in  furnishing  proof  of 
cerebral  acti\'ity.  What  are  the  steps  necessary  in 
imitation?  Customary  movements  arc  most  frequent- 
ly imitated.  Preyer's  son  imitated  pursing  of  lips  in 
the  fifteenth  week.  But  did  not  repeat  it  until  the 
seventh  month,  when  imitative  movements  of  the  head 
and  laughing  occurred.  By  the  end  of  the  first  year, 
the  child's  life  is  full  of  imitation.  It  forms  its  chief 
mode  of  expression  and  is  exceedingly  important  in 
shaping  its  life.  The  child  imitates  the  voice  and 
actions  of  all  who  come  under  its  notice,  and  hence  is 
more  or  less  like  them.  Make  a  list  of  the  prominent 
early  imitations  of  children. 

(b)  Expressive  Movements.  Facial  expressions 
and  gestures  arise  chiefly  from  imitation,  but  move- 
ments like  crying,  pouting  the  lips,  shaking  the  head, 
wrinkling  the  forehead,  smiling,  etc.,  begin  as  reflex 
or  impulsive  movements  which  arc  later  brought  under 
the  control  of  the  will.  The  peculiar  form  of  these 
expressions  is  due  to  heredity.  Prominent  among  ex- 
pressive movements  are :  Crying,  at  first  a  pure  reflex, 
which  becomes  expressive  with  variations  in  intona- 
tion in  the  second  or  third  month ;  tears,  occur  about 
the  third  month  and  are  very  expressive;  smiling  and 
laughing,  which  differ  only  in  degree  and  are  not  ob- 
served until  the  second  or  third  month.  Impulsive 
movements  of  face  early  simulate  a  smile.  The  first 
real  smile  seldom  occurs  before  the  end  of  the  second 
month.     Laughing  a  few  weeks  later.     Pouting  of  lips 


156  THE  ESSENTIALS  OF  CHILD  STUDY 

as  seen  in  attention,  questioned  negation  and  sullen- 
ness.  Shaking  the  head  and  nodding:  The  former  is 
an  inborn  reflex,  instinctive  movement  and  the  latter 
an  acquired  one.  Shaking  the  head  becomes  expres- 
sive almost  from  the  first  as  in  turning  the  head,  refus- 
ing the  breast,  etc.,  while  nodding  is  not  acquired 
before  the  second  year.  Kissing,  a  late  acquired,  ex- 
pressive movement,  not  of  the  universal  practice — 
seldom  imitated  before  the  second  year,  and  then  with- 
out intelligence  of  its  meaning.  Begging  with  the 
hands  and  pointing,  before  the  end  of  the  first  year. 
Shrugging  shoulders,  common  in  some  people  but  not 
universal.  Attitude  of  the  body  as  in  fear,  anger,  jeal- 
ousy, pride,  ambition,  etc.  Many  other  movements 
of  face  and  hands  may  be  added,  also  the  higher  forms 
of  expression  thru  language  spoken  and  written  and 
thru  drawing. 

(c)  Deliberate  Movements.  These  movements 
made  as  the  result  of  choice  and  understanding  indi- 
cate that  the  child  has  assumed  control  of  his  own 
activities.  They  also  presuppose  many  involuntary 
movements  of  inborn  impulsive,  reflexive  and  instinc- 
tive movements.  No  movement  can  be  made  volun- 
tarily which  has  not  first  been  made  involuntarily. 

The  will  does  not  spring  into  existence  all  at  once, 
but  is  developed  so  gradually  out  of  the  movements 
already  studied  that  it  is  difficult  to  say  when  we  first 
have  will,  doubtless  not  before  the  third  or  fourth 
month.  It  is  at  first  weak  and  easily  diverted  by  a 
slightly  stronger  stimulus,  hence  the  inability  of  sus- 
tained attention.  A  more  important  step  is  made 
when  the  child  first  becomes  able  to  inhibit  some  move- 
ments in  order  to  allow  freer  play  of  others.  The  first 
few  years  of  the  child  are  important  above  all  others 


WILLING  157 

in  establishing  the  foundations  for  will  and  character. 
Then  are  sown  the  seeds  which  will  produce  vacillation 
on  the  one  hand  and  obstinate,  narrow-mindedness  on 
the  other.  The  truest  conceptions  of  child  nature  are 
indispensable  here.  Awaken  in  the  child  a  sense  of 
responsibility — use  just  prohibitions — give  reasons  as 
soon  as  the  child  can  understand  them — be  sympa- 
thetic and  invariably  consistent.  Inhibition  and  self- 
control  are  often  truer  indications  of  a  cultured  will 
than  expression.  Show  the  relation  of  feeling,  know- 
ing, willing.  Which  field  is  the  more  important  in 
character  building?    Why? 

RECORDS  OF  BEGINNING  OF  IMITATION 

1.  "Sixtieth  Day.  She  'talks'  with  her  mother  a  good 
deal — the  imitative  beginnings  of  a  voluntary  use 
of  the  vocal  organs."  Geo.  V.  N.  Dearborn,  Moto- 
Sensory  Development,  page  25. 

2.  "Eighty-seventh  Day.  Imitation  seems  to  be  on 
the  way  today,  for  L.  immediately  attempts  to 
shake  her  hand  when  one  makes  this  movement 
before  her,  and  often  with  good  success."  Geo.  V. 
N.  Dearborn,  Moto-Sensory  Development,  page  42. 

3.  "Sixteenth  week.  The  first  attempt  at  imitation 
was  evinced  one  day  when  her  father  was  playing 
with  her.  Holding  her  in  front  of  him,  he  alter- 
nately approached  and  withdrew  his  face  to  the 
side  of  hers,  making  for  her  amusement  a  snorting 
noise.  We  then  observed  her  (after  I  know  not 
how  many  performances  of  his)  advance  her  head 
towards  his  uttering  a  long  deep  a — a — a.  He  re- 
peated his  actions  and  she  hers  ten  times."  Kath- 
leen Moore,  Ped.  Sem.,  8:236. 

4.  "When  only  four  months  old  he  would  cry  if  he 
saw  another  baby  cry."  Louise  Hogan,  The  Study 
of  a  Child,  page  36. 


158  THE  ESSENTIALS  OF  CHILD  STUDY 

5.  "At  the  end  of  the  fifteenth  week  appeared  for  the 
first  time  the  beginnings  of  an  imitation,  the  in- 
fant making  attempts  to  purse  the  lips  when  I  did 
it  close  in  front  of  him."  Preyer,  Pop.  Sci.  Mo., 
33  :250. 

6.  "The  youngest  imitative  act  that  seems  to  pre- 
suppose an  idea  of  motion  and  sound  of  Avhich  I 
have  a  record  is  the  case  of  Baby  Florence  who 
'When  five  months  old  imitated  very  closely  the 
growling  of  a  pet  dog  and  at  six  months  associated 
the  name  by  growling  when  asked  what  Bonnie 
did.'  "     Bell  Waldo,  Child  Study  Monthly,  2:77. 

7.  "Her  uncle  had  a  fashion  of  slapping  his  hand 
down  on  the  table  by  way  of  salutation  to  her,  and 
one  day  (when  she  had  passed  a  week  of  her  sixth 
month)  she  slapped  down  her  hand  in  return." 
Milicent  Shinn,  The  Biography  of  a  Baby,  page 
167. 

8.  "Seventh  month.  On  the  fourteenth  of  March  the 
infant  began  to  articulate  and  repeat  sounds."  F. 
Tiedman,  Record  of  Infant  Life,  page  27. 

9.  "220th  day.  The  child  was  not  seen  to  deliberately 
imitate  until  the  thirty-second  week,  when  immedi- 
ately after  seeing  his  grandfather  emit  a  short 
quick  breath,  he  did  so.  He  then  imitated  a  cough, 
shrugging  of  the  shoulders,  and  other  motions." 
Winifred'Hall,  Child  Study  Monthly,  2:529. 

10.  "231st  day.  Over  and  over  this  morning  after  I 
had  pounded  with  a  round  stick  or  wand  on  a 
pillow,  thus  making  a  loud  noise,  she  would  take 
the  wand  and  similarly  shake  it  against  the  pillow." 
Geo.  V.  N.  Dearborn,  Moto-Sensory  Development, 
page  loi. 

11.  "Examples  of  mimetic  responses  to  these  early, 
crude,  sensory  images  are : — the  child  J's  protrud- 
ing his  tongue  (234th  day)  as  he  watched  the  copy 
which  was  made  for  him  ;  also  the  child  R's  imitat- 
ing shaking  a  newspaper  to  make  it  rattle  (237th 
day)."  D.  R.  Major,  First  Steps  in  Mental  Growth, 
page  128. 


WILLING  159 

12.  "A  young  relation  of  mine  eleven  months  old,  came 
once  on  a  visit  to  my  family.  On  the  day  of  his 
arrival,  seeing  me  smoking  a  cigar,  he  began  to 
pufif  vigorously  as  if  he  were  blowing  smoke  thru 
his  lips."  Perez,  The  First  Three  Years  of  Child- 
hood, page  78. 

13.  "H's  first  clear  imitation  was  on  May  24th  (begin- 
ning of  the  ninth  month)  in  knocking  a  bunch  of 
keys  against  a  vase,  as  she  saw  me  do  it,  in  order 
to  jjroduce  the  bell-like  sound."  J.  M.  Baldwin, 
Science  (old  series),  19:15. 

14.  "Thirty-eighth  week.  In  this  week  I  saw  for  the 
first  time  a  conclusive  proof  of  the  imitation  of  the 
action  of  another  j)erson,  when  he  took  from  my 
hand  two  spoons  which  I  had  been  clapping  to- 
gether and  awkwardly  reproduced  the  perform- 
ance."    Kathleen  Moore,  Ped.  Sem.  8:236. 

15.  "281st  day.  A  handkerchief  had  been  used  upon 
his  nose  and  then  laid  beside  his  hand.  He  picked 
it  up  and  laughingly  tried  to  wipe  his  own  nose." 
Winifred  Hall,  Child  Study  Monthly,  2  ■.c,2g. 

16.  "He  sang  the  music  of  two  lines  of  'Annie  Rooney' 
correctly  from  imitation,  when  nine  months  old. 
His  nurse  maid  sang  this  song  daily."  Louise 
Hogan.  The  Study  of  a  Child,  page  19. 

17.  "303rd  day.  L.  tried  to  imitate  the  out  blowing  of 
a  candle,  but  succeeded  only  in  blowing  her  nose, 
not  getting  the  necessary  mode  of  holding  her 
mouth  open  and  her  soft  palate  shut."  Geo.  V.  N. 
Dearborn,  Moto-Sensory  Development,  page  118. 

18.  "Another  female  child  imitated  the  following 
movements  in  a  recognizable  manner :  In  the 
eleventh  month  she  threatened  with  the  forefinger 
if  any  one  did  so  to  her;  used  a  brush  after  she  had 
seen  brushes  and  combs;  used  a  spoon  properly 
and  drank  from  a  cup;  and  made  a  kind  of  cradling 
movement  with  her  doll,  singing  'Eia — eia.'  " 
Frau  von  Striimpell — Preyer,  Pop.  Sci.  Mo.  33:251. 

19.  "Frank — age  one  yr.  Frank  was  sitting  on  the 
floor   watching   his   mother    sweep.      She    used    a 


160  THE  ESSENTIALS  OF  CHILD  STUDY 

small  brush  to  sweep  under  the  table.  The  next 
day  Frank  found  the  brush  on  the  floor,  crept  to 
the  table,  and  moved  the  brush  about  under  it." 
E.  H.  Russell,  Child  Observation — Imitation  and 
Allied  Activities,  page  3. 

20.  "Baby  Janet  thirteen  months  old  puts  her  doll  in 
a  chair  and  rocks  it  singing  'bye,  bye.'  "  Bell 
Waldo,  Child  Study  Monthly,  2  :8o. 

21.  "Kate — age  one  yr.  three  mos.  When  Katie  is 
sleepy  she  rocks  her  cradle  and  sings,  'By — by.'  " 
E.  H.  Russell,  Child  Observations — Imitation  and 
Allied  Activities,  page  2. 

22.  "A  little  girl  only  fifteen  months  old  had  already 
begun  to  imitate  her  father's  frown  and  irritable 

way  and  angry  voice; ."    Perez,  The  First 

Three  Years  of  Childhood,  page  92. 

23.  "Thus  when  sixteen  months  old  he  (C)  spontane- 
ously imitated  in  a  rough  fashion  the  puffing 
sound  produced  by  his  father  when  indulging  in 
the  solace  of  tobacco;  and  he  uttered  a  similar 
explosive  sound  hearing  the  wind."  Jas.  Sully, 
Studies  of  Childhood,,  page  147. 

24.  "Arthur,  age  one  year  five  months.  Arthur  gave 
the  cat  a  share  of  his  bread  and  butter,  and  wiped 
the  cat's  mouth  with  his  napkin."  E.  H.  Russell, 
Child  Observation — Imitation  and  Allied  Activi- 
ties, page  3.  ,    .  ,        ^ 

25.  "My  father  always  said  grace  before  meals.  One 
morning  nearly  all  the  family  were  seated  waiting 
for  some  of  the  others,  when  my  little  nephew  one 
and  a  half  years  old  folded  his  hands,  bowed  his 
head,  murmured  something  in  a  low  tone.  He  then 
lifted  his  head  with  a  satisfied  look  and  passed  his 
plate  for  food."  Bell  Waldo,  Child  Study  Monthly, 
2  78.      . 

EARLY  INDICATIONS  OF  WILL 

I.  "Fourth  day.  My  child  refused  to  nurse  at  the  left 
breast,  which  was  somewhat  more  inconvenient  for 
him  than  the  right.     He  refused,  turning  his  head 


WILLING  161 


away  decidedly  from  it,  and  on  the  sixth  day  he 
screamed  besides."  Preyer,  The  Mind  of  the  Child, 
Part  I  :3i3. 

2.  "Thirty-eighth  day.  Air.  C.  called  and  the  baby 
looked  attentively  at  him.  When  sitting  on  his 
mother's  laj)  he  made  vigorous  and  repeated  efforts 
to  hold  his  head  erect  in  order  to  see  this  visitor." 
Kathleen  Moore,  Mental  Development  of  a  Child, 
page  23. 

3.  "Fifty-ninth  day.  If  the  child  lost  his  hold  upon 
the  nipple,  with  open  mouth  and  eyes  fixed  upon 
the  breast,  he  made  "reaches  with  his  head  and 
neck  till  he  succeeded  in  regaining  his  hold."  Kath- 
leen Moore,  Mental  Development  of  a  Child, 
page  23. 

4.  "Sixty-eighth  day.  L.  hung  tightly  to  the  handle 
of  her  rattle  this  morning  for  five  minutes  when 
it  gradually  slipped  out  of  her  fist ;  the  thumb  was 
l^roperly  and  strongly  opposed  to  the  fingers." 

5.  "My  child  F.  early  in  her  second  month,  strained 
to  lift  her  head  at  the  sound  of  any  one  entering 
the  room ;  and  in  her  fourth  month,  after  the  child 
had  been  frequently  lifted  to  a  sitting  posture  by 
the  clasping  of  her  hands  around  her  mother's 
fingers,  the  mere  sight  of  fingers  extended  before 
her  made  her  grasp  at  them  and  'attempt'  to  raise 
herself."  J.  M.  Baldwin,  Mental  Development  of 
the  Child,  page  370. 

6.  "In  the  tenth  week  she   began  to  turn  her  head 

aside    in    refusal    or    dislike   ."      Milicent 

Shinn,  The  Biography  of  a  Baby,  page  108. 

7.  "In  the  tenth  week  he  evinced  a  desire  to  sit  up 
in  order  to  see."  Kathleen  Moore,  Mental  De- 
velopment of  a  Child,  page  54. 

8.  "C.  was  just  ten  and  a  half  weeks  old  when  he  first 
showed  himself  capable  of  lying  on  his  back  and 
turning  his  head  to  the  side,  and  even  half  turning 
his  body  also,  in  order  to  have  a  good  view  of  his 
father  moving  to  a  distant  part  of  the  room."  Jas. 
Sully,  Studies  of  Childhood,  page  412. 


162  THE  ESSENTIALS  OF  CHILD  STUDY 

9.  "The  other  effort  of  will  was  sitting  up."  Three 
months  old.  Milicent  Shinn,  The  Biography  of 
a  Baby,  page  no. 

10.  'T  knew  one  child  who  at  the  age  of  four  or  five 
months  could  not  be  got  to  bed  without  the  assist- 
ance of  several  people."  Perez,  The  First  Three 
Years  of  Childhood,  page  104. 

11.  "Fifth  month.  He  pushed  a  bitter  medicine  away 
from  him  with  all  his  might,  but  he  took  wine  and 
eatables  with  pleasure."  F.  Tiedeman,  Record  of 
Infant  Life,  page  24. 

12.  "Fifth  month.  Meat  offered  with  a  fork  is  seized 
with  the  hand  and  carried  slowly  to  the  mouth ; 
many  times  incorrectly,  but  once  properly." 
Preyer,  The   Development  of  the   Intellect,  page 

329- 

13.  "190th  day.  She  grabbed  her  mother's  dress  in 
front  to  prevent  herself  being  laid  down  to  go  to 
sleep."  Geo.  V.  N.  Dearborn,  Moto-Sensory  De- 
velopment, page  83. 

14.  "427th  day.  The  last  two  days  and  today  she  has 
actively  rotated  her  head  back  and  forth  to  avoid 
a  spoonfiil  of  food  when  she  had  had  enough." 
Geo.  V.  N.  Dearborn,  Moto-Sensory  Development, 
page  141. 

15.  "Nineteenth  month.  When  strangers  want  to  be 
kissed  by  the  child,  he  holds  off;  accordingly  he 
is  fastidious  in  his  choice  in  regard  to  approach." 
Preyer,  The  Development  of  the  Intellect,  page 
306. 

16.  "In  the  twentieth  month  she  would  cry,  'Ruth 
walk!'  or  'Own  self!'  if  lifted  in  arms,  and  pull 
away  her  hand,  crying,  'No!'  if  one  tried  to  lead 

her;   ."      Milicent    Shinn,    Notes    on    the 

Development  of  a  Child,  Nos.  3 — 4:185. 

REFERENCES 

1.  Bain,  A.     The  Emotion  and  the  Will,  pp.  303-586;  also  The 

Feelings  and  the  Will.     Fortn.,  3 :  575-588. 

2.  Baldzvin,  J.  M.     Mental  Development  in  the  Child   and  in 

the  Race,  pp.  332-408,  also  428-451. 


WILLING 163 

3.  Baldwin,  J.   M.     Imitation.     Mind.,  n.  s.,  3 :  26-55.     Origin 

of  Volition  in  Childhood.  Sci.,  20:286-287;  see  also 
Infant's  Movements,  Sci.,  19:15-16;  and  Suggestion  in 
Infancy,  Sci.,  17:113-117. 

4.  Balliet,   Titos.   M.     Value   of   Motor   Exlucation.     Jour,   of 

Educa.  (Boston),  48:317- 

5.  Bosanquet,  B.     Will  and  Reason.     IMonist.,  2:  18-30. 

6.  Bryan,   W.   L.     Development   of   Voluntary   Motor   Ability. 

Am.  Jour,  of  Psy.,  5:  125-204. 

7.  Buisson,    Ferdinand.      Education    of   the    Will.      Report    of 

Commissioner  of  Educa.  for  1902,  i  :  721-740. 

8.  Carpenter,  IV.  B.    Physiology  of  the  Will.    Contem.,  17:  192- 

217. 

9.  Comfayre,  G.     Intellectual  and  Moral  Development  of  the 

Child,  pp.  61-95. 

10.  Compayre,  G.     Development  of  the  Child  in  Later  Infancy, 

pp.  118-152. 

11.  Craig,  Anne  Throop.    The  Development  of  a  Dramatic  Ele- 

ment in  Education.     Ped.  Sem.,  15:75-81. 

12.  Deahl,  J.  H.     Imitation   in  Education.     Its   Nature,   Scope 

and  Significance.  Columbia  Univ.  Contrib.  to  Philos. 
1900,  Vol.  8,  No.  I,  pp.  7-101. 

13.  Donaldson,  H.  H.    The  Education  of  the  Nervous  System. 

Educa.  Rev.,  9:  105-121. 

14.  Drummond,  W.  B.     The  Child:  His  Nature  and  Nurture, 

pp.  71-83,  106-119. 

15.  DuBois-Reymond,  Emil.    The  Physiology  of  Exercise.    Pop. 

Sci.  Mo.,  21 :  317-328,  433-444- 

16.  Edgar,  J.     Individuality  and  Imitation  in  Childhood.     Child 

Study,  1 :  12-23,  1908. 

17.  Frear,  Caroline.    Imitation.    Ped.  Sem.,  4 :  384-386. 

18.  Hall,  G.  Stanley.    Moral  Education  and  Will  Training.   Ped. 

Sem.,  2 :  72-89. 

19.  Hall,  G.  Stanley.     Adolescence,  pp.  i  :  131-236. 

20.  Hall,  Mrs.    W.   S.     The   First   Five   Hundred    Days   of   a 

Child's  Life.  Child  Study  Mo.,  2 :  394-407,  S26-530. 

21.  Halleck,  R.  P.    Psychology  and  Psychic  Culture,  p.  307. 

22.  Hancock,  J.  A.     Study  of  Motor  Ability.     Ped.  Sem.,  3:9- 

29,  308-313. 


164  THE  ESSENTIALS  OF  CHILD  STUDY 

23.  Haskell,    Ellen    M.      Imitation    in    Children.      Ped.    Sem.. 

3 :  30-47. 

24.  Herford,  Caroline.     The   Development  of  the  Will  Between 

the  Ages  of  Five  and  Thirteen.     Paidologist   (London), 

3 :  75-84- 

25.  Jastrom,    Jos.      Involuntary    Movements.      Pop.    Sci.    Mo., 

40 :  743-750 ;  41  :  636-643. 

26.  King,  Irving.     The   Psychology  of  Child  Development,  pp. 

71-131. 

27.  Kirkpatrick,  E.  A.     Fundamentals  of  Child  Study,  pp.  65-88, 

129-144. 

28.  Laughter  as  a  Mode  of  Expression.     Atlan.,  59:427-429. 

29.  Marwedel,  Emma.     Conscious  Motherhood,  pp.  158-164,  414- 

500. 

30.  Moore,    Kathleen    C.      Comparative    Observations    of    the 

Development  of  Movements.     Ped.  Sem.,  8:231-238. 

31.  Moore,  Kathleen  C.     The  Mental  Development  of  a  Child, 

pp.  8-44- 

32.  Murry,  J.  Clark.    The  Education  of  the  Will.     Educa.  Rev., 

2:57-68. 
23.     Peeke,  Margaret  B.     The  Will   and   Its  Training.     Arena, 
14:487-494. 

34.  Perez,  B.    First  Three  Years  of  Childhood,  pp.  11-22,  90-94- 

99-109. 

35.  Preyer,    W.      Senses    and    the    Will,    pp.    188-346.      Mental 

Development  in  the  Child  or  Infant  Mind,  pp.  48-65. 

36.  Preyer,   W.     The  Imitative  Faculty  of   Infants.     Pop.   Sci. 

Mo.,  33:249-255. 
27.     Rome,  Stuart  H.     Action  and  Reaction  in  Primary  Schools. 
.    Educa.,  27 :  420-429. 

38.  Royce,    Josiah.      Imitative    Functions    and    Their    Place    in 

Human  Nature.     Cent,  26:  137-145. 

39.  Shepardson,  Everett.     A  Preliminary  Critique  of  the  Doc- 

trine of  Fundamental   and  Accessory   Movements,   with 
Bibliography.     Ped.  Sem.,  14:101-116. 

40.  Shinn,  Milicent  IV.     Notes  on  the  Development  of  a  Child, 

pp.  179-210,  299-424. 

41.  Shinn,  Milicent  W.     The  Biography  of  a  Baby,  pp.  26-38. 

42.  Tanner,  Amy  E.    The  Child,  pp.  252-310. 

43.  Taylor,  A.  R.     The  Study  of  the  Child,  pp.  93-105.  115-123. 

44.  Tracy,  F.  The  Psychology  of  Childhood,  pp.  93-117  (7th  Ed.). 


CHAPTERS  XXIV  AND  XXV 
CHILDREN'S  DRAWINGS 

The  spontaneous  drawings  of  children  afford  one  of 
the  best  means  of  studying  the  early  workings  of  the 
child  mind.  It  is  surprising  that  this  key  to  child 
nature  has  not  received  greater  attention.  A  few  quite 
interesting  studies  have  been  made,  and  Sully  has 
given  a  chapter  in  his  book,  "Studies  of  Childhood," 
on  the  subject  showing  the  similarity  of  the  early 
drawings  of  children  and  those  of  primitive  man. 
These  studies  are  quite  valuable,  yet  they  arc  only  be- 
ginnings. They  show  that  in  their  early  drawings 
children  are  more  or  less  anthropomorphic  and  usually 
begin  with  that  part  of  the  subject  with  which  the 
artists  end,  that  is,  with  man.  Note  the  artistic  evolu- 
tion of  man  as  seen  in  the  illustrations  given  by  Sully, 
and  account  for  the  order. 

Children  think  in  wholes,  but  while  the  adult's  whole 
is  the  man,  the  child's  whole  is  an  ear,  an  eye  or  a  hand. 

At  first  any  scribble  or  scrawl  made  by  the  child 
will  represent  to  him  the  object  he  has  in  mind.  Grad- 
ually as  he  accidentally  hits  ui)on  a  more  fortunate 
stroke  which  suggests  to  him  an  object,  it  is  at  once 
accepted  as  the  proper  symbol. 

To  a  child,  drawing  begins  as  a  gesture  language, 
a  means  of  expression.  He  draws  from  memory,  not 
from  observation.  He  sees  the  head  of  a  boy  at  a 
window,  he  knows  the  entire  boy  must  be  there,  and 
completes  the  missing  part.    A  model  is  placed  before 

165 


166  THE  ESSENTIALS  OF  CHILD  STUDY 

him,  he  glances  at  it,  turns  away  and  draws  from  his 
memory  an  image  of  it. 

One  difference  between  the  drawing  of  a  child  and 
those  of  an  adult  is  that  the  latter  represents  artis- 
tically an  instantaneous  photograph,  while  the  former 
described  in  a  single  picture  a  series  of  photographs. 

Mrs,  Louis  Maitland,  who  made  a  careful  study  of 
children's  drawings,  gives  three  fairly  distinct  stages 
corresponding  to  different  ages,  (i)  From  six  to  about 
nine  years  of  age,  one  of  illustration,  when  children 
respond  eagerly  with  drawings  illustrating  scenes  of 
their  own  lives,  or  visualize  parts  of  stories  told  or 
read.  (2)  From  ten  to  twelve,  when  children  tho  still 
interested  in  illustrating  mental  images  (pictures)  are 
far  more  interested  in  making  sketches  of  every  day 
objects;  (3)  From  twelve  onward,  when  the  whole  in- 
terest of  the  child  seems  directed  toward  accurate 
work;  to  represent  with  fidelity,  geometrical,  decora- 
tive designs,  figures  from  life  casts,  landscapes  and  ob- 
jects about  them.  In  the  first  stages  the  child's  sponta- 
neous drawings  were  quite  free  from  geometrical  de- 
sign, dealing  almost  exclusively  with  the  pictures  of 
men,  women  and  children,  animals,  houses  and  trees, 
while  at  fifteen  and  sixteen  geometrical  drawings  pre- 
dominate. 

From  these  preliminary  studies  it  seems  that  we 
have  not  been  following  the  order  of  nature  in  our 
teaching  of  drawing,  tho  in  many  instances  there  has 
been  great  improvement.  Are  the  natural  tendencies  in 
the  child's  development  right  and  to  be  encouraged,  or 
are  they  wrong  and  to  be  held  in  check  or  directed  by 
other  standards  imposed  by  the  philosophy  of  man? 
In  either  case  we  must  know  what  the  natural  ten- 
dencies are  in  order  to  accomplish  the  best  results. 


CHILDREN'S  DRAWINGS  167 

What  is  the  purpose  of  instruction  in  drawing — to 
stimulate  and  keep  alive  the  imagination,  to  cultivate 
a  love  for  the  beautiful,  to  make  artists,  or  to  give  an 
additional  means  of  expression?  Whatever  the  pur- 
pose; are  we  succeeding? 

PLAN  FOR  OBTAINING  DATA  FOR  STUDY 

Always  have  age,  sex,  school,  etc.,  given,  and  when 
possible  use  uniform  paper,  (i)  Tell  the  children  you 
wish  them  to  make  a  drawing  for  you  today,  some- 
thing that  you  may  keep.  Give  them  thirty  minutes 
in  which  to  draw  anything  they  like.  (2)  Another 
day  stick  a  pencil  horizontally  thru  an  apple  or  a 
potato  and  place  it  on  the  desk  so  that  the  children  can 
see  both  ends  of  the  [pencil,  then  without  any  sugges- 
tion, have  all  draw  it.  Draw  a  picture  of  the  object 
yourself  and  send  with  the  papers.  (3)  ''George,  Mary 
and  little  Harry  were  playing  in  a  large  room  upstairs. 
The  room  was  filled  with  all  sorts  of  playthings. 
Little  Harry  was  still  on  his  rockinghorse  in  the  mid- 
dle of  the  room,  but  George  and  Mary  had  stejjped 
to  the  window  to  look  out.  Just  then  a  lady  artist 
passing  by  in  a  carriage,  noticing  the  beautiful  home 
and  the  children  at  the  window,  stopped  to  make  a 
sketch  of  the  place." 

After  the  children  have  written  name,  age,  etc.,  on 
their  papers  and  are  ready  for  drawing,  read  the  story 
thru  to  give  them  a  general  idea  of  it.  Then  tell  them 
to  play  that  they  are  the  artist  and  to  sketch  (draw) 
for  you  the  picture.  Reread  the  story  but  ofTer  no 
suggestions.  Judging  from  the  different  interests  of 
the  child  in  drawing,  what  plan  of  instruction  should 
be  followed  ? 

What  advantage  is  gained  in  following  nature? 


168  THE  ESSENTIALS  OF  CHILD  STUDY 

What  use  can  be  made  of  drawing  in  nature  study? 

How  do  you  account  for  children  becoming  more 
timid  in  drawing  as  they  grow  older?  Why  is  this  so 
noticeable  at  the  beginning  of  adolescence? 

When  would  you  begin  the  grammar  of  drawings? 

Should  the  teaching  of  drawing  precede  or  follow 
the  teaching  of  writing?    Why? 

Judging  from  the  natural  interest  of  the  child  what 
are  the  important  steps  in  the  teaching  of  drawing? 

REFERENCES 

1.  Baldzvin,  J.  M.     Mental   Development  in  the  Child  and  the 

Race,  pp.  78-99. 

2.  Barnes,  Earl.    A  Study  on  Children's  Drawings.     Ped.  Sem., 

2 :  455-463- 

3.  Barnes,   Earl,   and   Maitland,   Mrs.    Louise.     Art    of    Little 

Children.  (A  Condensed  Translation  of  a  Study  of 
Children's  Drawings.  Made  by  Corrado  Ricci  in  1887.) 
Ped.  Sem.,  3  :  302-307. 

4.  Barnes,  Clifford  P.    Child  Study  in  Relation  to  Elementary 

Education.    Kind.  Rev.,  19:396-401. 

5.  Brown,  E.  E.    Editor.    Notes  on  Children's  Drawings.   Univ. 

of  Cal.  Studies. 

6.  Broum,  E.  E.     Art  in  Education.     Proc.  N.  E.  A.,  1899,  pp. 

112-121. 

7.  Burnhani,  Wm.  H.     The  Hygiene  of  Drawing.     Ped.  Sem., 

14 :  289-304. 

8.  Chamberlain,  A.  F.    The  Child.     A  Study  in  the  Evolution 

of  Man,  pp.  173-21 1. 

9.  Clark,    Arthur    B.      Child's    Attitude    Toward    Perspective 

Problems.     Studies  in  Educa.    (Barnes),  1:283-295. 

10.  Clark,  J.   S.     Some   Observations   on   Children's   Drawings. 

Educa.  Rev.,  13  :  76-82. 

11.  Cook,  Eheneezer.    The  Methods  of  Nature  is  the  Archetype 

of  All  Methods.     Paidologist,  8:  28-35. 

12.  Drummond,    W.   B.     An    Introdpction   to   Child    Study,   pp. 

276-280. 


CHILDREN'S  DRAWINGS  169 

13.  Fits,  H.  G.     Free  Hand  Drawing  in  Education.     Pop.   Sci. 

Mo.,  51:755-765- 

14.  Gallagher,   Marguerite.     Children's    Spontaneous    Drawings. 

Northw.  Mo.,  8:  130-134. 

15.  Hart,   Mrs.    Mary   R.      The    Child    Revealed    Through    Its 

Drawings.     Northw.  Mo.,  8:  193-196. 

16.  Hart,  W.  R.     Children's  Choice  in  Pictures.     Northw.  Mo., 

7 :  24-29. 

17.  Herrick,  Mary  .-/.     Children's  Drawings.     Ped.  Sein.,  3:338- 

339- 

18.  Hicks,  Mrs.  Mary  Dana.     Color  in   Public  Schools.     Proc. 

N.  E.  A.  1894,  906-915. 
\g.     Hicks,  Mrs.   Mary  Dana.     Art   in    Early   Education.      Ped. 
Sem.,  2 :  463-466. 

20.  Jackson,  W.  S.    Representative  Expression  in  Nature  Study. 

Educa.  Rev.,  Oct.,  1895,  10:248-261. 

21.  Lo7vd,  Edna  B.     Object  Drawing.     Proc.  N.  E.  A.  1907,  pp. 

843-848. 

22.  Luckey,  G.  W.  .1.    Teaching  Drawing.    Northw.  Mo.,  8:  185. 

23.  Liikens,  H.  T.    A  Study  of  Children's  Drawings  in  the  Early 

Years.     Ped.  Sem.,  4:79-110. 

24.  McCormack.  T.  J.     Brush  Work  and  Inventional  Drawing. 

Open  Court,  Chicago,  15:30-42. 

25.  McDermott,  Louisa.    Favorite  Drawings  of  Indian  Children. 

Northw.  Mo.,  8:    134-137. 

26.  Maitland,    Mrs.     Louise.       Notes     on     Eskimo     Drawings. 

Northw.  Mo.,  9 :  443-450. 

27.  Maitland,  Mrs.   Louise.     Art   With   Young  Children,     Earl 

Barnes'  Studies,     i  :  24,  63,   105,   155,   180,  223,  265,  338. 

28.  Notes  on  Children's  Drawings.     Ped.  Sem..   i  :  445-447. 

29.  O'Shea,  M.    V.      Children's   Expression   Through   Drawing. 

Proc.  N.  E.  A.   1894,  pp.  1015-1023;  also  Some  Aspects 
of  Drawing.     Educa.  Rev.,  14 :  263-284. 

30.  Sully,  J.     The  Young  Draughtsman.     In   Studies  in  Child- 

hood, pp.  331-398- 

31.  Tanner,  Amy  E.     The  Child,  pp.  373-392. 

32.  Tracy,  F.     The  Psychology  of  Childhood,  pp.   166-179   (7th 

Ed.). 

33.  Volk,   Douglas.      Public    School    .'Xrt    Instruction.      Northw. 

Mo.,  May,  1899,  9 :  396-400. 


CHAPTERS  XXVI  AND  XXVII 
THE  BEGINNING  OF  LANGUAGE 

In  a  former  lesson  we  referred  to  indications  of 
thinking  without  words ;  however,  the  thot  activity 
possibly  without  language  is  of  the  crudest  sort.  Lan- 
guage, speech,  is  one  of  the  distinguishing  marks  be- 
tween human  and  animal  intelligence.  Show  the 
meaning  and  importance  of  language  in  the  evolution 
of  thot.  Will  the  study  of  the  language  of  children 
furnish  a  clue  to  the  origin  of  language  in  the  race? 
How  can  a  study  of  children's  acquisition  of  language 
aid  teachers? 

(i)  The  Babbling,  or  Mamma  Period.  Tracy  is  no 
doubt  right  in  stating  that  the  early  utterances  of  the 
child  have  no  psychic  significance.  From  the  first 
spontaneous  sound  to  the  complete  sentence,  the  vocal 
expressions  of  the  child  pass  thru  a  series  of  advancing 
stages  comparable  to  movement.  For  instance,  the 
first  cry  of  the  infant  is  doubtless  the  result  of  an  im- 
pulsive movement  due  to  the  adjusting  of  nervous 
energy  for  the  control  of  respiration.  It  then  be- 
comes a  pure  reflex  with  no  variation,  but  a  little  later 
(2nd  month)  it  takes  on  instinctive  proportions ;  be- 
ginning to  differentiate  and  varying  with  kind  and 
degree  of  stimulus.  Later  still  the  cry  may  result  from 
purely  ideational  movements. 

Likewise  vocal  sounds  resulting  from  pleasurable 
feelings,  such  as  cooing,  babbling,  etc.,  pass  thru  simi- 
lar stages.     During  this  period,  covering  the  first  six 

170 


THE  BEGINNING  OF  LANGUAGE  171 

or  eight  months,  the  child  has  used  in  its  vocal  utter- 
ances nearly  all  the  sounds  used  later  in  speech.  It 
is  the  unconscious  practice  period  of  the  voice  and 
doubtless  adds  much  to  its  later  flexibility.  By  the 
close  of  this  period  the  child  forms  correctly  many 
syllables.  These  he  reduplicates  as  ma-ma-ma,  pa-pa- 
pa, ba-ba-ba,  etc.,  with  seeming  delight;  probably  due 
in  part  to  physiological  inertia  and  in  part  to  the  be- 
ginning of  self  imitation.  What  is  the  order  of  the 
appearance  of  the  vowels  and  consonants?  Upon  what 
does  the  order  depend? 

(2)  The  Beginning  of  Sound  Imitation  and  Ges- 
ture Language.  During  the  second  half  of  the  first 
year  the  child  makes  progress  in  imitating  sounds. 
Many  words,  such  as  boo,  coo,  moo,  mew,  quack,  bow- 
wow, bang,  illustrate  this  onomatopoetic  tendency. 
During  this  period  the  child,  thru  imitation  and  inven- 
tion, has  developed  quite  a  gesture  language  by  which 
he  is  able  to  make  his  wants  known.  The  cry  as  well 
as  the  babble  has  become  quite  expressive  thru  differ- 
entiation. To  the  sound-play  of  the  last  period  have 
been  added  as  many  new  elements,  but  the  voice  is 
beginning  to  conform  to  environment.  Several  inven- 
tive, but  few  or  no  conventional  words  are  correctly 
used  before  the  close  of  the  first  year.  How  do  you 
account  for  what  is  known  as  "child  language"?  Ex- 
plain and  account  for  the  secret  language  of  children. 

(3)  The  Acquisition  and  Understanding  of  Words. 
At  the  beginning  of  the  second  year  two  important 
l^rocesses  of  the  child's  life  are  taking  place — learning 
to  walk  and  learning  to  talk.  Few  words  are  correctly 
used  before  the  child  begins  to  walk,  but  on  the  advent 
of  walking  there  seems  to  be  a  temporary  interruption 


172  THE  ESSENTIALS  OF  CHILD  STUDY 

of  speech  processes.  Why?  Note  the  relation  be- 
tween the  rise  of  speech  and  righthandedness. 

The  child's  understanding  of  words  precedes  the  use 
of  them.  Many  commands  arc  ntnv  intelligently  per- 
formed; as,  "come  to  papa,"  "go  to  mamma,"  "bring 
the  ball,"  etc.  It  is  interesting  to  note  the  many  trans- 
formations that  the  child  makes  of  our  words,  and  the 
relation  of  these  changes  to  the  law  of  adult  phonetic 
changes.  First,  perhaps  in  the  shortening  of  the  word, 
as  "da"  for  dance,  "ka"  for  candy,  "hanky"  for  hand- 
kerchief. Next  he  holds  to  the  accent  and  the  right 
number  of  syllables  but  changes  the  form  as  "no- 
bella"  for  umbrella,  "ta-ta"  for  papa;  then  comes  the 
omission  of  consonants  difhcult  to  make  as  "ook"  for 
look,  "tair"  for  stairs,  "neezc"  for  sneeze,  followed  by 
substituting  one  consonant  for  another;  as,  "mouf" 
for  mouth,  "Berfa"  for  Bertha,  "dis"  for  this,  "dood" 
for  good,  etc. 

(4)  The  Stage  of  Sentence  Building.  At  first  the 
sentence  is  contained  in  the  single  word  of  the  child 
as  when  "chair"  means  put  me  in  the  chair;  but  from 
the  i8th  to  the  24th  month,  differing  much  in  children, 
there  is  a  transition  from  the  single  word  to  the 
abridged  sentence.  Note  the  many  inconsistencies  in 
the  form  and  use  of  words  and  the  difficulty  this 
makes  in  the  learning  of  a  language. 

Quotations,  from  three-year-old  children :  "I  will 
undress  my  doll  and  put  it  to  sleep;"  "Will  the  man 
undress  the  chicken  for  us;"  "I  will  undust  the  book 
and  put  it  away;"  "I  will  unpeel  the  apple  for  you;" 
"Oh  mamma,  Look !  the  people  car  is  coming,"  mean- 
ing the  passenger  car;  "Mamma,  give  me  a  slice  of 
paper  to  write;"  "Mamma,  may  I  spatter  the  corn," 
meaning  to  sow ;  "We  are  waiting  for  Frances  to  get 


THE  BEGINNING  OF  LANGUAGE  173 


her  lamers,"  meaning  crutches;  "Do  you  know  what  I 
am  fixing  my  nighty  for,  mamma?  So  when  I  am  bared 
T  can  get  into  it  fiuickcr;"  "I  don't  want  a  baked  apple, 
mamma,  I  want  a  rawed  apple;"  "Mamma,  tliis  waist 
tights  me  when  I  sit  down,  but  don't  tight  mc  when  I 
stand  lip"  (  llu'  band  was  too  tight);  "W'c  had  a  nice, 
clean  bye-bye,"  meaning  a  nice  or  pleasant  walk ;  "Oh 
my  hands  are  just  burning  cold."  Many  more  odd  ex- 
pressions might  bo  added.  This  i^ieriod  will  be  further 
discussed  in  class. 

REFERENCES 

1.  A  Case  of  Arrested  Speech  Development.    Child  Study  Mo., 

2 :  665-674. 

2.  Baldzvin,    J.    M.      The    Origin    of    Righthandedness.      Sci., 

16:247;  also,  Mental  Development  in  the  Child  and  the 
Race,  pp.  409-427. 

3.  Barker,  Henry  J.     Language   of   Children.     Spec.,  62:302- 

303  (Review). 

4.  Buckman,  S.  S.     Speech  of  Children.     19th  Century,  41  :  793- 

807.     Spec,  78:657-659. 

5.  Chamberlain,  A.  F.     Notes  on  Indian  Children's  Language. 

Am.    Anthropologist,    4:237-242:    6:321-322:    also    The 
Child  and  Childhood  in  Folk  Thought,  pp.   248-269. 

6.  Chamberlain,  A.  F.    The  Child,  a  Study  in  the  Evolution  of 

Man,  pp.  107-171. 

7.  Chamberlain,  A.   F.     Acquisition   of   Written   Language   of 

Primitive    Peoples.      Am.    Jour.    Psych.,    Vol.    17:69-80. 

8.  Chamberlain,  A.  F.,  and  Isabel  C.    Studies  of  a  Child.     Ped. 

Sem.,  11:264-291,  452-483;  16:64-103. 

9.  Chrisman,  O.     Secret  Languages  of  Children.     Child  Study 

Mo.,  2:202-211;   Northw.   Mo.,  8:187-193,  375-379,  649- 
651;  Cent.  34:54-58. 

10.  Compayre,  G.     Development  of  the  Child  in  Later  Infancy, 

pp.  62-117. 

11.  Conradi,    Edward.      Children's    Interest    in    Words,    Slang, 

Stories,  etc.     Ped.  Sem.,   10:359-404. 


174  THE  ESSENTIALS  OF  CHILD  STUDY 

12.  Conradi,  Edzuard.     Psychology   and   Pathology   of   Speech 

Development  in  the  Child.     Ped.  Sem.,  ii:32&-38o. 

13.  Cooley,  Chas.  H.    A  Study  of  the  Early  Use  of  Self-Words 

by  a  Child.     Psych.  Rev.,  15  :  339-357- 

14.  Dewey,  J.     The  Psychology  of   Infant  Language.     Psych. 

Rev.,  1 :  63-66. 

15.  Drummond,   W.  B.     The  Child:  His  Nature  and  Nurture, 

pp.  103-106. 

16.  Drummond,  W.  B.    An  Introduction  to  Child  Study,  pp.  256- 

276. 

17.  Hale,  Harlow  J.     The  Vocabularies  of  Three  Children  of 

One  Family  to  Two  and  a  Half  Years  of  Age.  Psych. 
Studies,  Univ.  of  Minn.,  July,  1900,  No.  i,  pp.  70-117. 

18.  Hall,  Mrs.   W.  S.     First  Five  Hundred  Days  of  a  Child's 

Life.     Child  Study  Mo.,  2 :  586-608. 

19.  Holden,  E.  S.    On  the  Vocabularies  of  Children  Under  Two 

Years  of  Age.    Trans.  Am.  Philo.  Assn.,  1887,  pp.  58-68. 

20.  Howard,  F.  E.    The  Child  Voice.    Proc.  N.  E.  A.  1897,  pp. 

784-790. 

21.  Kidd,  D.    Savage  Childhood,  pp.  204-206. 

22.  Kirk  Patrick,  E.  A.     A   Vocabulary  Test.     Pop.    Sci.   Mo., 

70 :  157-164. 

23.  Kirkpatrick,  E.  A.     How  Children  Learn  to  Talk.     Science 

(Sept.  25,  1891),  18:175-176;  also  A  Promising  Line  of 
Child  Study  for  Parents.  Trans.  Ills.  Soc.  for  Child 
Study,  3 :  179-182. 

24.  Kirkpatrick,  E.  A.    The  Fundamentals  of  Child  Study,  pp. 

221-240. 

25.  Lukens,  H.    T.     Preliminary   Report   of   the   Learning   of 

Language.     Ped.  Sem.,  3 :  424-460. 

26.  Marwedel,  Emma.    Conscious  Motherhood,  pp.  210-218,  512- 

540. 

27.  Mateer,  Florence.     The  Vocabulary  of   a  Four  Year   Old 

Boy.    Ped.  Sem.,  15:63-74- 

28.  Moore,  Kathleen.     Mental   Development  of   the   Child,  pp. 

I 15-145- 

29.  Mulford,  H.  J.     The  Throat  of  the   Child.     Educa.   Rev., 

13 :  261-272. 

30.  Noble,  E.    Child  Speech  and  the  Law  of  Mispronounciation. 

Educa.,  9:44-52,  117-121,  188-194. 


THE  BEGINNING  OF  LANGUAGE  175 

31.  O'Shea,  M.  V.    Linguistic  Development  and  Education. 

32.  Perez,  B.    First  Three  Years  of  Childhood,  pp.  234-262. 

^:i.    Pollock,    F.      An    Infant's    Progress    in    Language.      Mind, 
3:392-401. 

34.  Preyer,  W.    Development  of  the  Intellect,  pp.  33-188.    Infant 

Mind,  pp.  84-122. 

35.  Salisbury,  A.    A  Child's  Vocabulary.  Educa.  Rev.,  7:  289-290. 

36.  Sanford,  E.  C.     Language  of  Children.     Fed.  Sem.,  i :  257- 

260. 

37.  Shinn,  Milicent   IV.     The   Biography  of  a   Baby,   pp.  86-8g. 

137-140,  156-159,  169-171,  176-212,  224-247. 

38.  Smith,   Margaret   K.     The    Psychological    and    Pedagogical 

Aspects  of  Language.     Ped.  Sem.,  10:438-458. 

39.  Stephenson,  A.     The  Speech  of  Children.     Science,  21:118- 

120. 

40.  Street,  J.  R.     A  Study  of  Language  Teaching.     Ped.  Sem., 

4 :  269-293. 

41.  Stoner,  Mrs.  Winifred  S.    Mental  Education,  pp.  27-41. 

42.  Sully,   James.      Studies    of    Childhood,    pp.    133-190.      Baby 

Linguistics.     Eng.  Illust.  M.,  2:110-118   (1884-1885). 

43.  Taine,  M.    The  Acquisition  of  Language  of  Children.    Mind, 

2 :  252-259. 

44.  Tanner,  Amy  E.    The  Child,  pp.  311-338. 

45.  Taylor,  A.  R.    The  Study  of  the  Child,  pp.  76-92. 

46.  Tolstoi,  L.     Boyhood,  Adolescence,  Youth. 

47.  Town,  Clara  Harrison.     An  Infantile  Stammer  (baby  talk) 

in  a  Boy  of  Twelve  Years.     Psych.  Clinic,  i :  10-20. 

48.  Tracy,  F.     Language  of  Childhood.     Am.  Jour,  of  Psych., 

6:107-138;    and    Psych,   of   Childhood,  pp.    114-160    (7th 
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49.  Warner,  F.    Studies  of  Children,  p.  120. 

50.  IVhipple,  Guy  M.  and  wife.     The  Vocabulary  of  a  Three 

Year  Old  Boy.     Ped.  Sem.,  16 :  1-22. 


CHAPTER  XXVIII 

CRYING  AND  LAUGHING 

We  become  accjuainted  with  children  thru  a  study 
of  their  activities.  Every  movement,  every  action,  has 
weight ;  nothing  can  be  omitted,  only  the  nature  and 
order  of  the  study  remain  a  matter  of  doubt.  Crying 
and  laughing  are  important  activities.  Their  value  in 
the  acquisition  of  language — furnishing  the  first  means 
of  vocal  expression —  has  already  been  mentioned ;  but 
they  are  of  equal  importance  in  furnishing  a  key  to  the 
feelings  and  emotions. 

Crying  usually  begins  the  activities  of  the  new  born, 
and  precedes  laughing  by  many  weeks,  which  indicates 
that  pain  precedes  pleasure  as  a  motive.  Crying  does 
not  always  mean  pain.  In  infancy  sex  seems  to  have 
no  influence  on  crying,  but  in  youth  and  adult  life  the 
difference  due  to  sex  is  quite  marked.  Why?  There 
is  also  a  racial  as  well  as  an  individual  dilTerence  in 
crying  and  laughing.  Why  do  we  cry  or  laugh?  Does 
crying  and  laughing  indicate  weakness  or  strength  of 
character?  Should  children  be  permitted  to  cry  and 
laugh  at  will,  or  should  we  try  to  prevent  the  one  or 
both?    What  is  the  proper  treatment? 

The  following  outline  for  the  study  of  crying  and 
laughing  is  for  the  most  part  a  condensation  of  a  simi- 
lar outline  by  Dr.  G.  Stanley  TIall:  Give  a  careful 
description  of  a  cry,  whether  mild  or  violent,  whether 
in  an  infant,  a  child,  or  in  yourself.  Give  age,  sex, 
health,    nationality.      First   symptoms,   at   corners   of 

176 


CRYING  AND  LAUGHING  177 

mouth,  lips,  eyes,  corrugations  of  forehead.  Which 
of  these  symptoms  occur  first?  Changes  in  breathing, 
movement  of  nostrils,  efforts  of  restraint,  position  of 
body,  head  and  arms,  and  hands.  Does  he  sit,  lie 
down,  stand  still,  stop  or  slow  up  in  walking,  hold 
things  or  drop  them.  Is  there  tension  or  relaxation  of 
muscles?  What  are  the  premonitory  symptoms;  also 
mental,  moral,  physical  reactions,  after  a  fit  of  crying? 
Are  there  tears,  sighing,  sniffing?  Indicate  vocal 
sounds  used:  Length,  pitch,  stress,  variation,  rhythm, 
number,  internal,  beginning,  ending  etc.  Causes  of 
crying.  Are  attacks  periodical?  Advantages  of  cry- 
ing. What  differences  in  a  cry  for  effect  and  one  for 
real  suffering  or  fright?  What  is  the  best  treatment? 
Describe  the  phenomena  of  laughing,  as  of  crying. 
What  are  the  characteristic  differences  between  cry- 
ing and  laughing?  Note  the  cases  where  crying  passes 
into  laughing  and  vice  versa. 

REFERENCES 

Bliss,  Sylvia  H.    The  Origin  of  Laughter.    Am.  Jour.  Psych. 

April,  191S,  p.  236. 
Borgquist,  Alvin.    Crying.    Am.  Jour,  of  Psych.,  17:  149-205. 
Bruce,  H.  Addington.     Why  Do  We  Laugh.     Outlook,  104- 

816-821,  August  9,  1913. 

4.  Cams,  Paul.     Philosophy  of  Laughter.     Alinist.,  8:250-272. 

5.  Christopher,  W.  S.    Three  Crises  in  Child  Life.    Child  Study 

Mo.,  3 :  324-335. 
Dearborn,   G.    V.   N.     The    Nature   of   the    Smile   and   the 

Laugh.    Science,  n.  s.,  11:851-856. 
Hall,   G.   Stanley,  and  Allin,  Arthur.     The    Psychology   of 

Tickling,  Laughing  and  the  Comic.    Am.  Jour,  of  Psych., 

9:1-41. 
Laughter  as  a  Mode  of  Expression.     Atlan.,  59 :  427-429. 

12 


178  THE  ESSENTIALS  OF  CHILD  STUDY 


9.  Mellinand,  M.  Camille.  Psychological  Cause  of  Laughter. 
Pop.  Sci.  Mo.,  53  :  39S-402 ;  Public  Opinion,  25  :  48-49  ; 
also  in  Chautauquan,  21 :  I95-I99- 

10.  Morris,  Lewis.     The  Disuse  of  Laughter.     Forum,  24:319- 

324. 

11.  Patrick,  G.   T.   IV.     The  Psychology  of  Laughter.     In  The 

Psychology  of  Relaxation,  pp.  99-140. 

12.  Sidis,  Boris.     Psychology  of  Laughter. 

13.  Sully,  Jas.     The  Laughter  of  Savages.     International  Mo., 

4:379-402. 

14.  Sully,  James.    An  Essay  on  Laughter.    Its  forms,  its  causes, 

its  development  and  its  value.     Longmans,  Green  &  Co., 
N.  Y.,  pp.  441. 

15.  IViltse,    Sara    E.      A    Study    of    Laughter.      Northw.    Mo., 

8: 142-143- 


CHAPTER  XXIX) 
CHILDREN'S  INTERESTS 

As  is  well  known,  children  have  greater  interests 
in  some  things  than  in  others.  The  subjects  that 
interest  a  child  at  one  age  may  not  interest  him  at 
another  or  vice  versa.  A  few  observations  are  suffi- 
cient to  convince  one  of  the  changing  interests  of 
children,  whether  seen  in  their  plays,  their  studies, 
their  collections,  or  their  questions  and  answers.  For 
the  first  few  years  the  child  seems  to  be  influenced 
most  by  stimulation  from  within.  The  surrounding 
objects  furnish  but  little  attraction  unless  they  in  some 
way  supply  this  inner  need.  The  physiological  changes 
due  to  growth  furnish  the  dominant  stimulus  to  action. 

The  child  begins  to  live  over  in  a  brief  way  the  es- 
sential experiences  of  the  race.  Thru  the  overflow 
or  outcropping  in  the  child  of  these  primitive  instincts 
and  racial  experiences  we  obtain  a  view  of  the  un- 
written history  of  the  race.  During  these  early  years 
the  child  lives  much  of  the  time  in  a  sort  of  invisible 
make-believe-world  influenced  more  by  inheritance 
than  by  environment.  Altho  instinct  results  from 
changes  from  within  it  always  requires  an  external 
stimulus  to  set  it  ofif.  To  what  is  the  changing  inter- 
est of  the  child  due?  Is  there  sufficient  uniformity  of 
interest  in  children  to  be  of  value  in  determining 
courses  of  study?  How  can  the  natural  interests  of 
children  be  ascertained?  How  may  these  interests  be 
turned  to  the  advantage  of  the  child?    Can  any  teach- 

179 


180  THE  ESSENTIALS  OF  CHILD  STUDY 

ing  be  successful  which  does  not  conform  to  the  nat- 
ural interests  of  the  child?  To  answer  these  questions 
we  need  extended  observations.  The  data  will  be  in- 
teresting and  the  results  helpful. 

Many  important  studies  have  already  been  made 
covering  different  phases  of  children's  interests.  "The 
Contents  of  Children's  Minds"  by  G.  Stanley  Hall,  and 
"Children's  Definitions"  by  Earl  Barnes  and  Edw.  R. 
Shaw,  are  of  special  value.  Use,  action,  larger  term, 
substance,  place,  form,  color,  is  the  order  according  to 
Barnes  of  "Children's  Interest  in  Things."  I  wish  to 
use  the  following  list  of  words  suggested  by  Prof. 
Barnes  for  obtaining  material  for  further  study. 
Teachers  willing  to  assist  can  use  the  list  instead  of  a 
spelling  or  composition  lesson.  When  children  are 
ready  to  begin,  read :  What  is  glass,  bread,  doll,  mar- 
ble, silk,  bottle,  orange,  ice,  grass,  shell,  finger,  cat, 
seed,  wool,  picture,  fire,  cloud,  summer,  river,  the  earth, 
cow,  star,  pond,  garden,  iron,  mouse,  water,  sky,  dia- 
mond, sun,  boat,  wagon? 

Offer  no  further  directions  or  suggestions.  Papers 
should  contain  name,  a^e,  grade  of  child  and  name  of 
teacher. 

ORDER  OF  INTEREST  IN  LITERATURE 

Note  the  order  and  growth  of  children's  interest  in 
literature; — wonderland,  myth,  fairy  tales,  folk-lore, 
adventure,  hero  tales,  love-songs,  biography,  aesthet- 
ics, ethics,  philosophy,  science.  Make  a  list  of  ten 
or  more  best  books  for  children  from  five  to  eight, 
eight  to  twelve,  twelve  to  sixteen,  sixteen  to  twenty. 

The  following  books  and  stories  were  read  and 
appreciated  by  two  children  of  nine  and  ten.  They 
had  not  yet  entered  public  schools  and  were  free  to 


CHILDREN'S  INTERESTS  181 

select  at  will,  in  intervals  of  rest  from  play  or  other 
activities,  from  a  much   larger  children's  library: — 

Mother  Goose.  Kirby :   Beauty  and  the   Beast. 

yEsop's  Fables.  Red  Riding  Hood. 

Puss-in-Boots.  Babyland  Magazine. 

Jack  and  the  Bean  Stalk.  Cinderella. 

Seven  Little  Sisters.  Jack  the  Giant  Killer. 
Andrew's  Aunt  Martha's  Cup-      Andrews :  Each  and  All. 

board.  Sleeping  Beauty. 

THE  FIVE  CENT  CLASSICS 

Story  of  the  Pilgrims.  Legends  of  the  Springtime. 

Story  of  Louise  M.  Alcott.  Story  of  Pocahontas. 

Story  of  Cyrus  M.  Field.  Story  of  Robert  L.   Stevenson. 

Story  of  Norsemen.  Story  of  Audobon. 

Story  of  the  Boston  Tea  Party.      Alice  in  Wonderland. 

King  of  the  Golden  River,  Ruskin;  Oldtime  Stories  Retold, 
Smythe ;  Water  Babies,  Kingsley;  Hiawatha,  Longfellow; 
Lullaby  Land,  Eugene  Field;  Bird's  Christmas  Carol,  Kate 
Douglas  Wiggin  ;  Captain  January,  Richards ;  Old  Greek  Stories, 
Baldwin;  The  Golden  Fleece,  Smythe;  Stories  of  Rome,  Guerber ; 
Stories  of  Great  Americans,  Eggleston ;  Fifty  Famous  Stories 
Retold,  Baldwin ;  Robinson  Crusoe,  DeFoe ;  Heroic  Deeds, 
Johonnot ;  Pilgrim's  Progress,  Bunyan ;  Wonder  Book  and 
Tanglewood  Tales,  Hawthorne;  Plants  and  Their  Children, 
Dana;  Rab  and  His  Friends,  Brown;  Golden  Rod  Books,  Univer- 
sity Publishing  Company,  New  York;  Bible  Stories,  Yonge;  Old 
Stories  of  the  East,  Baldwin;  Black  Beauty,  Sewell ;  Little  Lord 
Fauntleroy,  Burnett ;  Ten  Boys.  Andrews ;  Five  Little  Peppers, 
Sidney;  Story  of  the  Illiad,  Church;  Story  of  Troy,  Clarke; 
Story  of  Ulysses.  Cook;  Stories  of  Animal  Life,  Holder;  Matka 
and  Kotik.  Jordan;  Brooks  and  Brook  Basins,  Frye ;  Gods  and 
Heroes,  Francillon ;  Round  the  Year  in  Myth  and  Song,  Hol- 
brook;  The  Children  of  the  Bible,  The  Colportage  Library: 
Myths  of  Greece,  Guerber. 

REFERENCES 

1.  Arnold,  Felix.     The   Psychology  of   Interest.     Psych.   Rev.. 

13:  221-238,  291-315. 

2.  Barnes,  Mrs.  M.  S.     Studies  in  Historical  Method,  pp.  57- 

105. 


182  THE  ESSENTIALS  OF  CHILD  STUDY 

3.  Barnes,  Earl.     A    Study   on   Children's   Interests.      Barnes' 

Studies  in  Education,  i :  203-212. 

4.  Barnes,  Earl.    The  Child's  Favorite  Study  in  the  Elementary 

Curriculum.     Proc.  N.  E.  A.  1903,  pp.  420-425. 

5.  Barnes,  Earl.    A  Study  on  the  Children  of  a  State.    Kinder- 

garten Magazine,  16:26-31. 

6.  Binet,    A.      Perceptions    d'enfante.      Revue    Philosophique, 

30:68-81,  582-611. 

7.  Broziti,  E.  E.     A  Study  of  Children's  Interest.     Trans.  111. 

Soc.  for  Child  Study,  Vol.  I,  No.  2,  pp.  73-76. 

8.  Buckbee,  Anna.    Fourth  School  Year.     (A.  Flanagan  &  Co., 

1904.) 

9.  Burk,  Caroline.    The  Collecting  Instinct.     Ped.  Sem.,  7:  179- 

207. 

10.  Burnham,    Wm.    H.      Attention    and    Interest.      Am.    Jour. 

Psych.,  19:  14-18. 

11.  Cash,  Miss  K.  G.     Children's  Pets,  a  Side  Study.     Barnes' 

Studies  in  Education,  2 :  100-107. 

12.  Chambers,  Will  Grant.    Why  Children  Play.    Proc.  N.  E.  A. 

1909,  pp.  720-726. 

13.  Davis,  Anna.    Children's  Interest  in  the  Casual  Idea.     Child 

Study  Monthly,  2  :  226-232. 

14.  Dawson,   Geo.    E.      Children's    Interest   in   the   Bible.      Ped. 

Sem.,  7:  151-178. 

15.  Drummond,    IV.   B.     An    Introduction   to   Child    Study,   pp. 

235-255- 

16.  Du  Bois,  Patterson.     The  Things  That  Abide.     (Children's 

Interests.)     Kind.  Rev.,  18:321-324. 

17.  Ellis,  Havelock.    The  Psychology  of  Yellow.    Pop.  Sci.  Mo., 

68 :  456-463- 

18.  Foster,    W.   E.      Some    Successful   Methods   of    Developing 

Children's    Interest    in    Good    Literature.      Lib.    Journ., 
20 :  377-2,79- 
T9     Galbreath,  Louis  H.     The  Study  of  Children  by  Teachers. 
Northw.  Mo.,  8:  541-544. 

20.  Grudzinska,    Anna.      A    Study    of    Dolls    Amongst    Polish 

Children.     Ped.  Sem.,  14:384-390. 

21.  Guillet,  Cephas.    A  Study  in  Interests.     Ped.  Sem.,  14:322- 

328. 


CHILDREN'S  INTERESTS  183 

22.  Hall,  G.  Stanley.    Contents  of  Children's  Minds.     Ped.  Sem., 

i:  139-173;  also  Reprints,  by  E.  L.  Kellogg  &  Co. 

23.  Hall,  G.  Stanley.     Story  of  a  Sand  Pile.     Ped.  Sem.,  i  :  229- 

232. 

24.  Hall,  G.  Stanley.    Children's  Collections.     Ped.  Sem.,  i  :  234- 

237. 

25.  Hall,   G.   Stanley,  and   Smith.   Theodate   L.     Curiosity  and 

Interest.     Ped.  Sem.,  10:315-358. 

26.  Hoffman,  L.    W.     The   Pedagogical   Value  of   Mediate   In- 

terest.    Jour,  of  Ped.,  16:49-55. 

27.  Kent,   Ernest   B.     The   Constructive    Interest   of    Children. 

(Columbia  Univ.,  N.  Y.,  1903,  pp.  78.) 

28.  King,  Irving.     The   Psychology  of  Child  Development,  pp. 

154-221. 

29.  Kirkpatrick,  E.  A.     Fundamentals  of  Child  Study,  pp.  168- 

177,  239-242. 

30.  Kratz,  H.   E.     A   Study   of    Pupil's    Preferences.     Northw. 

Mo.,  8:  143-147;  also  Studies  and  Observations  in  School- 
room, Chap.  I. 

31.  Lawrence,  Isabel.     Children's  Interest  in  Literature.     Proc. 

N.  E.  A.,  1899,  pp.  1044-51. 

32.  Luckey,  G.   W.  A.     Children's  Interests.     Northw.   Mo.,  7: 

67-69,  96-98,   133-134,    156-158,    193-195,  221-223,  245-248, 
278-279,  306-309,  2>3S-3i7;  Journ.  of  Educa.  (Boston),  45: 
223-4. 
22.    McMillan,  Margaret.     Early  Childhood,  pp.  98-112. 

34.  Marsh,  Mabel  A.     Children  and  Animals.     Barnes'  Studies 

in  Education,  2 :  83-99. 

35.  Monroe,  Will  S.     Vocational  Interests  of  Children.      Educa. 

18:  259-261. 

36.  Monroe,   Will  S.     Tone   Perception   and   Music   Interest  of 

Young  Children.     Ped.  Sem.,  10:  144-146. 

37.  O'Shea,   M.    V.     Interests    in   Childhood.     Proc.    N.    E.    A., 

1896,  pp.   873-881. 

38.  St.  John,  Ed.  P.     A  Genetic  Study  of  Veracity.     Ped.  Sem., 

15 :  246-270. 

39.  Shaw,  Edward  R.     A  Comparative  Study  on  Children's  In- 

terests.    Child   Study   Mo.,  2:152-167. 

40.  Starke-Jones,  H.  R.     Interest  and  the  Child.     Child  Study, 

I  :  38-47,   1908. 


184  THE  ESSENTIALS  OF  CHILD  STUDY 

41.  Starr,   Laura   B.    The    Educational   Value   of    Dolls.     Ped. 

Sem.,   16:566-567. 

42.  Tanner,  Amy  E.    The  Child,  pp.  231-251. 

43.  Thayer,  Alice.     A  Study  of  Children's  Interest  in  Flowers. 

Ped.   Sem.,   12:107-140. 

44.  Trask,  Bertha  M.     What  One  Baby  Learned  in  a  Summer. 

Kindergarten  Magazine,  15  :  377-380. 


CHAPTER    XXX 
METHODS    OF    CHILD    STUDY 

Everyone  will  admit  the  importance  of  having  a 
good  plan  for  successful  effort  in  any  direction.  For 
this  reason  a  consideration  of  the  more  important 
methods  used  in  child  study  is  of  interest  to  those 
who  wish  to  take  up  the  subject.  It  is  difficult,  how- 
ever, to  classify  the  methods,  since  they  vary  accord- 
ing to  the  environments  and  personal  equations  of 
the  investigator.  A  few  of  the  more  typical  methods 
may  be  given  as  follows :  (a)  First,  the  plan  used  by 
E.  E.  Russell  of  the  Worcester,  Mass.,  Normal  School. 
The  students  are  directed  to  make  careful  observations 
of  the  various  activities  of  children  which  come  under 
their  notice.  An  accurate  record  of  these  observa- 
tions, minus  inferences,  is  kept,  properly  labeled,  and 
filed  away  for  future  use  in  class,  or  individual  study. 
The  main  object  of  this  plan  is  to  direct  the  attention 
of  the  student  to  the  personality  of  the  child,  and  to 
enable  him  to  give  accurate  pen  pictures  of  what  he 
sees.  This  method  varies,  of  course,  with  the  ad- 
vancement of  the  student  from  the  mere  recording  of 
observations  to  a  careful  study  of  similar  activities  in 
many  children.  It  may  be  designated  the  observa- 
tional or  collective  method,  and  has  many  commend- 
able features.  It  is  one  of  the  best  methods  for  the 
teacher,  especially  so,  if  she  is  not  familiar  with  ex- 
perimental psychology. 

(b)  In  the  second  place,  we  have  the  method  seen 
185 


186  THE  ESSENTIALS  OF  CHILD  STUDY 


in  much  of  the  work  by  Pres.  Hall  of  Clark  University, 
and  in  most  of  the  work  of  Professor  Barnes,  formerly 
of  Stanford  University.  It  is  frequently  called  the 
questionnaire  method.  It  is  in  the  nature  of  statistical 
studies  and  consists  of  gathering  data  under  similar 
conditions  from  large  numbers  of  children  differing 
in  age,  nationality,  environment,  etc.  The  material 
is  carefully  collated  with  the  thot  of  determining  thru 
large  general  averages  some  basic  principles  for  action. 
This  method  differs  from  the  former  principally  in 
the  manner  of  collecting  and  collating  the  data.  By 
means  of  carefully  prepared  syllabi  covering  single 
traits  like  anger,  fear,  play,  ambition,  lines  of  interest, 
drawing,  etc.,  teachers  and  parents  thruout  the  country 
are  interested  in  gathering  data,  which  are  classified 
by  the  student  as  indicated.  This  method,  as  v/ill  be 
seen,  is  valuable  in  mapping  out  general  tendencies 
and  preparing  the  way  for  more  specific  studies  to 
follow  later  on.  It  is  the  method  most  frequently 
pursued  by  departments  of  education,  and  in  combi- 
nation with  the  former  plan  furnishes  the  most  prom- 
ising method  for  the  teacher. 

(c)  In  the  third  place  we  have  the  method  used 
so  successfully  by  Preyer,  Taine,  Darwin,  Miss  Shinn, 
Mrs.  Hogan,  Mrs.  Winifred  Hall,  and  others,  in  which 
the  various  activities  of  a  single  child  are  carefully 
observed  and  recorded,  and  generalizations  reached 
regarding  the  order  of  development.  These  observa- 
tions generally  extend  over  several  years  and  to  be 
valuable  to  others  require  intelligence  and  patience 
on  the  part  of  the  investigator.  It  is  the  method  more 
often  used  by  intelligent  parents,  as  it  is  necessary 
to  have  continuous  access  to  the  child  being  studied. 
This  was  one  of  the  first  methods  used  in  child  study 


METHODS  OF  CHILD  STUDY  187 

and  has  proved  helpful  to  science.  It  is  known  as 
the  individual  method  and  is  best  suited  to  the  spe- 
cialist. 

(d)  Next,  we  have  the  method  of  child  study  more 
frequently  used  by  psychologists,  and  illustrated  by 
the  studies  of  Dr.  Scripture,  Patrick,  Wolfe,  Thorn- 
dike,  Judd,.  Whipple,  and  others.  It  consists  in  an 
extended  series  of  experiments  with  specially  devised 
api)aratus,  on  few  or  many  children  varying  in  age, 
sex,  etc.  Such  problems  as  attention,  memory  span, 
recreation  time,  sensibility,  fatigue,  etc.,  are  con- 
sidered and  the  material  used  for  comparative  study. 
In  so  far  as  the  child's  mind  may  yield  to  direct 
experimentation,  this  method  offers  the  most  accurate 
results,  but  it  is  the  method  of  the  scientist  and  should 
be  used  only  by  experts.  It  is  known  as  the  scientific 
or  laboratory  method.  These  four  methods,  either 
singly  or  in  combination,  represent  fairly  well  the  most 
important  modes  of  approach  in  the  study  of  children. 
l>ut  they  do  not  represent  the  kind  of  work  offered 
in  the  different  courses  of  child  study.  For  instance, 
in  some  institutions  the  student  is  immediately  set 
to  work  in  making  direct  observations  on  children ; 
in  others  he  1)egins  by  recording  reminiscences  of  his 
(wn  childhood,  which  compared  with  similar  activities 
of  children,  furnish  direction  for  important  syllabi ; 
again  he  begins  by  making  a  study  of  the  literature 
of  the  subject;  or,  as  in  this  institution,  after  prepara- 
tion in  experimental  psychology,  the  student  spends 
the  first  semester  in  the  study  of  the  important  litera- 
ture on  individual  development  and  its  pedagogical 
significance.  Some  observations  on  children  are  made, 
but  original  work  is  not  expected  in  the  introductory 
course.     It   is  only  in  the   following  course   entitled 


188  THE  ESSENTIALS  OF  CHILD  STUDY 

Experimental  Education  that  students  begin  investi- 
gation and  independent,  original  study  of  children. 
This  thoro  preparation  before  attempting  original 
work  in  child  study  has  many  advantages  when  we 
consider  the  importance  and  delicacy  of  the  material 
upon  which  we  must  experiment.  Child  Study,  as  thus 
presented,  affords  as  much  culture  value  as  any  other 
subject  and  is  taken  by  many  students  who  have  no 
thot  of  becoming  teachers,  tho  the  course  is  primarily 
intended  for  teachers. 

Note  and  compare  the  best  studies  made  by  the 
different  methods  described  above.  Which  method 
has  given  best  results?     Why? 

Make  a  list  of  the  best  books,  monographs,  and 
periodicals  of  child  study  that  would  furnish  the 
nucleus  of  an  excellent  child  study  library.  In  addi- 
tion to  the  references  found  in  the  Outlines  of  Child 
Study,  some  help  may  be  obtained  from  the  articles, 
"The  Best  Works  on  Child  Study,"  by  G.  W.  A. 
Luckey,  Northw.  Mo.  1897,  7:48;  and  the  Bibli- 
ography of  Child  Study  by  Louis  N.  Wilson,  published 
annually  in  the  Pedagogical  Seminary,  Clark  Univer- 
sity, Worcester,  Mass.  Examine  also  recent  child 
study  literature. 

REFERENCES 

1.  Baldwin,  J.  M.     New,  Methods   of   Child   Study.     Sci.,   21  : 

213-214. 

2.  Barnes,    Earl.     Methods     of     Studying     Children.     Barnes' 

Studies  in  Educa.,  i :  5-14. 

3.  Barnes,  Earl.     A  Study  Based  on  the  Children  of  a  State. 

Proc.  N.  E.  A.,  1903,  pp.  754-759- 

4.  Barus,  Annie  H.     Methods  and  Difficulties  of  Child  Study. 

Forum,  20:  113-119,  Sept.,  1895. 

5.  Buckbee,  Anna.     Methods  of  Teaching  Child  Study  in  Nor- 

mal Schools.     Proc.  N.  E.  A.,  1904,  pp.  787-790. 


METHODS  OF  CHILD  STUDY  189 

Burnham,  Wm.  H.    A  Scheme  and  Classification  for  Child 

Study.     Ped.  Sem.,  2:  191-198. 
Burnham,    Wm.    H.      Scientific    Study   of    Children.      Proc. 

N.  E.  A.,  1908,  pp.  908-913. 
Chambers,    Will    Grant.      Qiiestionaire    Methods    of    Child 

Study.     Proc.    N.   E.  A.,   1904,  pp.  762-770. 
Claparcde,   Rd.      Experimental    Pedagogy,    pp.    209-320.      In- 
tellectual Fatigue. 
Clouston,   T.   S.     Child    Study   from   the    Medical    Point  of 

View.     Paidologist,  5  :  66-77. 
Drummond,   W.   B.     Child   Study:    Preparation,  Difficulties 

and  Dangers.     Paidologist,  5 :  22-32. 
Drummond,    W.    B.     An    Introduction   to   Child    Study,   pp. 

69-108. 
Grudsinska,  Anna.     A  Bibliography  of  Child  Study  in  Po- 
land.    Ped.   Sem.,    12:97-98. 
Hall,    G.    Stanley.     Child    Study    at    Clark    University,    An 

Impending  New  Step.     Am.  Jour,  of  Psych.,  14 :  96-106. 
Hancock,    J.    A.    The    Observations    of    School    Children. 

Ped.  Sem.,  8:291-340. 
Lee,  F.  S.     Nature  of  Fatigue.     Pop.  Sci.  Mo.,  76;  182-195. 
Luckey,    G.     W.    A.     Methods    Pursued    in    Child     Study. 

Northw.    Mo.,  7 :  33-35. 
Luckey,  G.  W.  A.     Brief  Survey  of  Child  Study.     Northw. 

Mo.,  7 :  2-s. 
Lukens,  H.  T.     Mental  Fatigue.     Am.  Phys.  Ed.  Rev..  4 :  19- 

29,   131-135- 
McDougall,  W.     The  Conditions  of  Fatigue  in  the  Nervous 

System.     Brain,  32  :  256-268. 
Marsh,  Harriet  A.    Report  of   Child   Study.    57th   .Annual 

Rep.  Bd.  of  Educa.,  Detroit,  Mich.,  igoo. 
Monroe,   Will  S.     Notes  on   Child   Study  in  Europe.     Ped. 

Sem.,  8:510-514. 
Monroe,  Will  S.     Typical  Child  Study  Methods  at  the  St. 

Louis  Exhibit.     Proc.  N.  E.  A.,  1904,  pp.  759-762. 
Moore,  Kathleen  C.     The  Mental  Development  of  a  Child, 

pp.  1-7- 
Mosso,  .-i.     Fatigue.     Eng.  Trans.,  New  York,  1904. 
Offner.  M.     Mental  Fatigue.     Eng.  Trans.,  Baltimore.   191 1. 


190  THE  ESSENTIALS  OF  CHILD  STUDY 

27.  Palmer,  Luella  A.     Method  of  Child  Study  in  the  Kinder- 

garten.    Proc.   N.   E.  A.,   1904,  pp.  794-797. 

28.  Spaulding,  F.   E.     The   Teacher's    Practical   Application   of 

the  Results  of  Child  Study.     Jour,  of  Ped.,  16:34-42. 

29.  Tanner,  Amy.     The  Child,  pp.   10-14. 

30.  Thorndike,  E.  L.    The  Study  of  Children.    Teacher's  Col- 

lege Record,  2 :  165-175. 

31.  Warner,  F.    The  Study  of  Children,  pp.  52-136. 

32.  Wiltse,  Sara  E.     A  Preliminary  Sketch  of  the  History  of 

Child  Study  in  America.     Ped.  Sem.,  3 :  189-212. 
2,3.     Winchester,  Myra  H.     Comparison  of  Methods  and  Results 

in  Child  Study.     Proc.  N.  E.  A.,  1904,  791-792. 
34.     Young,    Sara.     An     Investigation .  Circle.     Paidologist,     6 : 

33-35. 


CHAPTER    XXXI 
FATIGUE 

Chapter  31  is  devoted  to  Fatigue  as  seen  in  the  child 
in  the  early  school  activities.  If  time  will  permit 
three  other  studies  might  be  taken  up  with  profit;  the 
application  of  the  results  of  child  study  to  the  teaching 
of  Reading,  Writing,  Music. 

Continued  activity  of  any  kind  leads  to  fatigue. 
Rapid  metabolism  consumes  energy  and  gives  ofi  toxic 
products  faster  than  they  can  be  eliminated,  producing 
fatigue. 

Fatigue  is  both  subjective  and  objective,  mental  and 
physical,  depending  upon  whether  the  functional  in- 
efficiency is  due  to  disturbance  in  the  one  field  or  the 
other.  The  younger  the  child  the  sooner  it  becomes 
fatigued  thru  efifort.  The  ordinary  activities  of  the 
day  reduces  the  supply  of  nervous  energy  and  in- 
creases the  amount  of  fatigue.  When  only  the  surplus 
supply  of  energy  has  been  used  we  have  the  state 
known  as  normal  fatigue,  which  is  not  an  unhealthy 
condition.  But  by  prolonging  the  labor  (overexer- 
tion) we  reach  a  state  of  exhaustion,  pathological  fa- 
tigue, a  breaking  down  of  nerve  centers  which  is  very 
injurious  to  health  and  development.  Individuals  dif- 
fer greatly  in  fatiguability.  The  nature  of  the  work, 
the  time  of  day,  the  strength  and  duration  of  the  efifort, 
the  state  of  health,  the  emotional  tone,  the  environ- 
ment, interest,  will  and  understanding  all  tend  to 
modify  the  amount  of  fatigue.  Owing  to  the  complex 
condition  of  fatigue  it  is  difficult  to  analyze. 

191 


192  THE  ESSENTIALS  OF  CHILD  STUDY 


There  have  been  a  number  of  interesting  studies  to 
test  the  varying  amount  of  fatigue  in  school  children. 
Thru  these  studies  two  methods  of  procedure  have 
been  used;  the  physiological  and  psychological. 
The  former  uses  the  dynamometer,  the  ergograph, 
aesthesiometer,  algometer,  ataxiagraph,  spirometer, 
plethysmograph,  sphygmograph  and  many  other  in- 
struments used  in  measuring  changes  in  physical  effi- 
ciency. The  psychological  method  makes  use  of  vari- 
ous mental  tests  thru  memory,  attention,  computation, 
dictation,  rapidity  and  accuracy  of  reading,  writing,  etc. 

In  an  article  summing  up  the  study  of  such  meas- 
urements of  fatigue  Dr.  G.  M.  Whipple  says:  "The 
net  outcome  of  these  experimental  investigations  is 
the  establishment  of  a  number  of  fairly  well-defined 
laws  of  fatigue.  Much  remains  to  be  done,  but  we 
know  that  individuals  fall  into  four  fairly  distinct  types 
of  fatiguability ;  that  fatiguability  is  a  function  of  age ; 
that  sixty  minutes  is  too  long  a  lesson  period  for  the 
average  school  child ;  that  the  forenoon  are  more  favor- 
able than  the  afternoon  hours;  that  formal  school 
work  should  not  exceed  five  hours  per  day  or  twenty- 
five  hours  per  week ;  that  home  work  should  be  reduced 
to  the  minimum  and  arranged  so  that  it  will  not  exact 
intensive  application;  that  short  pauses,  when  filled 
with  free  play  out  of  doors,  but  not  with  gymnastics, 
are  invaluable  offsets  of  fatigue ;  that  the  pauses  should 
increase  in  frequency  and  in  length  as  the  work  con- 
tinues; that  a  pause,  even  of  short  duration,  may  work 
disadvantageously  when  it  interrupts  easy  work  of 
relatively  long  duration ;  that  the  noon  intermission 
often  fails  to  fulfill  its  desired  recuperative  effect  be- 
cause the  afternoon  work  begins  before  digestion  is 
sufficiently  advanced;  that  pupils  should  obtain  from 


FATIGUE 193 

nine  to  eleven  hours  of  sound  sleep  ; — a  desideratum  all 
too  frequently  unfulfilled— that  adequate  sleep  is  the 
best  protection  against  overburdening;  that  a  change 
of  work  does  not  add  positively  to  the  store  of  energy, 
but  may  operate  advantageously  by  setting  aside  en- 
nui ;  that  exercise,  especially  in  the  form  of  free  play, 
ccjnsumes  energy,  yet  is  of  benefit  because  it  stimulates 
metabolism  and  accelerates  the  removal  of  waste  pro- 
ilucts;  that  gymnastics  constitute  a  positive  source 
of  fatigue  for  many  pupils;  that  the  fatiguability  of 
school  work  is  partly  a  function  of  the  subject,  partly 
of  the  method  of  instruction,  and  partly  of  the  teacher; 
that  individual  instruction  is  more  fatiguing  than  class 
instruction ;  that  the  school  program  should  be  planned 
to  bring  the  hard  subjects  "early,  to  alternate  hard  and 
easy  work,  and  to  insert  frequent  and  progressively 
longer  pauses." 

What  is  the  cause  of  fatigue?  Why  does  the  young 
child  fatigue  more  easily  than  the  old?  Is  fatigue 
specific  and  local  or  general?  Does  a  change  of  activ- 
ity rest?  Why?  Does  the  present  school  work  tend 
to  overburden  children  and  youth?  Explain.  How 
can  education  be  made  stimulating  and  healthful? 

REFERENCES  ON  FATIGUE 

1.  Adsersen,   H.     Eine   asthesiometrische   Untersuchung.     Zeit- 

schrift  fur  schulgesundheitspflege,  1904,  17 :  540-543- 

2.  Baker,   Smith.     Fatigue   in    School   Children.     Educa.    Rev., 

15:34-39- 
7,.     Bellei,  Guiscppe.     An  Hour's  Work  Done  by  School   Chil- 
dren.    Educa.  Rev.,  25  :  364-386. 

4.  Bergstrom,  J.   A.     An   Experimental   Study   of  Some   Con- 

ditions  of    Mental   Activity.     Am.   Jour.    Psych.,  6:247- 

273- 

5,  Blake.  Isabella  T.  M.     Fatigue.     Jour,  of  Fed.,  12:319-325. 


194  THE  ESSENTIALS  OF  CHILD  STUDY 


6.  Bolton,  Thaddeus  M.     The  Fatigue  Problem.     Jour,  of  Pcd., 

i6:  96-123. 

7.  Burnham,  IV.  H.     Fatigue.     Fed.  Sem.,  2:  13-17. 

8.  Burnham,    W.   H.     Recent   Studies   in   Fatigue   in   Relation 

to  the  Need  of  Oxygen.     Proc.  of  Fifth  Cong.  Am.  Sch. 
Hygiene  Association. 

9.  Claparede,   Ed.     Experimental    {-"edagogy.      Trans,   by    Mary 

Louch   and    Henry    Holman.     Chap.   V.     fntcllectual   Fa- 
tigue. 

10.  Dresslar,  f.   B.     Fatigue.     Ped.   Sem.,  2:102-106. 

11.  Drummond,    IV.    B.     An    Introduction   to   Child    Study,    pp. 

172-193. 

12.  Dukes,    Clement.     Work    and    Overwork.     Educa.    Rev.,    6: 

415-416.     (A  Review.) 

13.  FJlis,  A.   C,  and  Shipe,  Maud  Margaret.     A  Study  of  the 

Accuracy  of   the   Present   Methods   of  Testing   Fatigue. 
-Am.  Jour,  of  Psych.,  14:496-509. 
'.4.     Janet,  Pierre.     Mental  Pathology.     Psych.  Rev.,  12  :  98-117. 

15.  Kemp,  H.     Overwrork  in  Schools.     Am.   Phys.  Educa.  Rev.. 

5:114-116.     (An  Abstract.) 

16.  Krafc,  H.  E.     How  May  Fatigue  in  the  Schoolroom  be  Re- 

duced to  the  Minimum.     Proc.  N.  E.  A.,  1899,  pp.  1090- 
1096. 

17.  Lee,  F.  S.     Nature  of  Fatigue.     Pop.  Sci.  Mo.,  76:  182-195. 


t8 


19 


Leuba,  J.  H.  On  the  Validity  of  the  Greisbach  Method  of 
Determining  Fatigue.     Psych.  Rev.,  6 :  573-598. 

Lukens,  H.  T.  Mental  Fatigue.  Am.  Phys.  Educa.  Rev., 
4:  19-29,   121-135. 

Lukens,  H.  T.  The  School  Fatigue  Question  in  Germany. 
Educa.  Rev.,  15  :  246-254. 

McDongall,  IV.  The  Condition  of  Fatigue  in  the  Nervous 
System.     Brain    (1909),  32  :  256-268. 

McMillan,  Margaret.     Early  Childhood,  pp.    155-180. 

Monroe,  IV.  S.  Fatigue  Among  School  Children.  Proc.  X. 
E.  A.,  1899,  pp.  90-93. 

Masse,  Angela.  Fatigue.  Trans.  l)y  Margaret  and  W.  B. 
Drummond,  1904. 

Offner,  M.  Mental  Fatigue.  Eng.  Trans,  by  G.  M.  Whip- 
ple. 


FATIGUE 195 

26.  Ravenhill,  Alice.     Some  Results  of  an  Investigation  into  the 

Hours  of  Sleep  of  School  Children  in  the  Elementary 
Schools  of  England.     Child  Study,   1:116-124.   I909- 

27.  Rogers,  Jas.  F.     Physical  and  Moral  Training.     Pcd.  Sem.. 

16:  301-304 

j8.  Sandiford,  Peter.  Lite  of  School  Children— Fatigue,  pp. 
161-173. 

2Q.  Seashpre.  C.  /:.  The  Experimental  Study  of  Mental  Fa- 
tigue.    Psych.    Bulletin,   March    15,   1894.    1:97-101. 

30.  Tanner,  Amy  E.     The  Child,  pp.  35-46,  115,  396-397 

31.  Taylor,  A.  R.     The  Study  of  the  Child,  pp.  199-202. 

2,2.  Thorndike,  Edn'ard.  Mental  Fatigue.  Sci.,  n.  s.,  9:712- 
713;    Psych.   Rev..   7:466-482,  547-579. 

33.  Warner,  F.     The  Study  of  Children,  pp.  138-148. 

34.  Wells,    Fred   L.     A    Neglected    Measure    of    Fatigue.     Am. 

Jour,  of  Psych.,  19:345-358.  Also  Studies  in  Retarda- 
tion as  Given  in  the  Fatigue  Phenomena  of  the  Tapping 
Test.     Am.  Jour,  of  Psych..  20 :  38-59. 

35.  ll'hipple,    G.   M.     Manual    of    Mental    and    Phy.sical    Tests. 

Vols.   I  and  2. 

36.  Williams,  Alida  S.     The  Investigation  of  Fatigue  from  the 

Teacher's  Point  of  View.     Jour,  of  Ped.,   17:199-213. 

37.  Wimms,  J.  H.     The  Relative  Effects  of  Fatigue  and  Prac- 

tice   Produced    by    Different    Kinds    of    Mental    Work. 
British  Jour,  of  Psych.,  2:  I53-I95- 
},^.     Winch,  W.  H.     Some  Measurements  of  Mental  F'atigue  in 
Adolescent  Pupils  in  Evening  Schools.     Jour,  of  Educa. 
Psych.,   I  :  13-23,  83-100. 

39.  Wright,  Wm.  R.     Some  Effects  of  Incentives  on  Work  and 

Fatigue.     Psych.   Rev.,   13  :  23-34. 

40.  Yoakum,  C.  S.     An  Experimental  Study  of  Fatigue.    Psycho. 

Monographs,  No.  46,  Baltimore.   1909. 


CHAPTER    XXXII 
MORAL    AND    RELIGIOUS    TRAINING 

Thots  for  Consideration,  i.  What  is  included  un- 
der the  term  morality?  Why  the  moral  education  of 
the  young  is  so  impbrtant.  The  effect  of  intellectual 
growth  on  morality.  The  relation  of  feelings  to  moral 
training.  The  contagion  of  feeling  as  a  factor  in  edu- 
cation. The  function  of  the  will  in  moral  training. 
The  meaning  and  place  of  religion  in  complete  living. 
Discipline  and  school  punishment  in  their  effect  on 
morality.  Is  there  a  common  unit  by  which  we  may 
measure  the  moral  acts  of  children? 

2.  Character.  Its  true  meaning  and  proper  place 
in  a  system  of  education.  Is  character  static  or  dy- 
namic? Is  the  character  of  the  people  becoming  less 
trustworthy?  Are  we  inbreeding  deception  and  dis- 
honesty thru  our  ideals  of  education,  social,  religious, 
and  political  life?  Do  we  really  believe  that  "Honesty 
is  the  best  policy?"  As  citizens  of  a  republic,  are  we 
willing  to  practice,  absolutely,  that  belief  with  our 
children  and  neighbors?  Is  belief  in  war  and  rule  by 
might  wholly  incompatible  with  Christianity  and  a 
true  democracy?  Do  fraternal  organizations  tend  to 
advance  honesty  and  the  rule  of  right  or  dishonesty 
and  the  rule  of  might?  Can  a  nation  prosper  that  ac- 
cepts as  its  standard  in  dealing  with  men,  reason,  jus- 
tice, honesty,  worth,  sympathy,  kindness?  Can  par- 
ents and  teachers  instill  honesty  and  uprightness  of 
character  in  children  without  themselves  living  true  to 
such   ideals?     ^'^^^at  changes  should  be  made  in  our 

196 


MORAL  AND  RELIGIOUS  TRAINING  197 

teaching  and  social  life  to  harmonize  them  with  the 
highest  moral  efficiency?  The  character  of  any  society 
depends  upon  the  individual  character  of  the  members 
of  which  it  is  composed.  "As  the  twig  is  bent  the  tree 
is  inclined." 

3.  Suggestions  for  Consideration.  The  individual, 
tho  a  complex  of  body  and  mind,  must  act  as  a  unit. 
TrTic  character  depends  upon  the  proper  develojjment 
of  body  and  mind  (soul)  ;  the  latter  covering  feeling, 
knowing  (appreciating),  willing  (serving).  .\n  oft 
repeated  act  becomes  a  habit ;  habits  determine  char- 
acter. Every  lesson,  every  play,  every  movement, 
every  thot  is  influencing  character.  The  moulding  of 
character  takes  place  more  rapidly  under  the  condi- 
tions of  health  and  interest. 

4.  Requisites  of  an  Ideal  Character.  Good  Health 
and  a  well  developed  body,  abundance  of  life  and  en- 
ergy, keen  sensibilities  and  a  hopeful  disposition,  a 
sound,  well  cultivated  mind,  pure  motives,  a  strong, 
consecrated  will,  and  complete  mastery  of  self;  add  to 
this  sympathy  and  love  for  others  and  the  list  is  nearly 
complete. 

REFERENCES 

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MORAL  AND  RELIGIOUS  TRAINING  199 

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34.  Haihnaii,    IV.    N.     What    Moral    Results    Should    Common 

School  Training  Give?     Educa.,  4:415-420. 

35.  Hall,  G.  Stanley.     Moral  Education  and  Will  Training.    Ped. 

Sem.,  2 :  72-89. 

36.  Hall,   G.   Stanley.     The    Moral    and    Religious   Training   of 

Children   and  Adolescents.     Ped.   Sem.,   i  :  196. 
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59-70. 

38.  Hall,  G.  Stanley.     The  Relation  of   the  Church   to   Educa- 

tion.    Ped.  Sem.,  15  :  186-196. 

39.  Hulleck,  R.   P.     Psychology  and   Psychic   Culture,  pp.    299- 

360. 

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Relig.  Educa.,  4:256-260. 

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1909. 

42.  Hinsdale,  B.  A.    The  Dogma  of  Formal  Discipline.     Dogma 

of  Form.     Educa.  Rev.,  8:128-142. 

43.  Jackson,    E.    P.     Moral    Educability.     Pop.    Sci.    Mo.,    40: 

647-649. 

44.  .Johnson.   O.     Morality    in   the    Public   Schools.     Atlan.,   51  : 

748. 

45.  Jordan,  D.   S.     Nature   Stud\    ;ind    Moral   Culture.     Sciencr 

n.  s.,  4:  149-156. 


200  THE  ESSENTIALS  OF  CHILD  STUDY 

Kiug,  Irving.     The  Psychology  of   Child   Development,  pp. 

132-153- 
Kirkpairick,  E.  A.     Fundamentals  of  Child  Study,  pp.   181- 

200. 
Leuha,  Jas.   H.     A   Study   in  the   Psychology  of   Religious 

Phenomena.     Am.  Jour.   Psych..  7 :  309-385. 
Lewis,  Henry  K.    The  Child ;  Its  Spiritual  Nature. 
Luckey,  G.   W.  A.     The  Development  of   Moral  Character. 

Proc.  N.  E.  A.,  1899,  pp.  127-T36. 
McMillan,  Margaret.     Early  Childhood,  pp.  64-97. 
Oppenheim,   N.    The   Development   of   the    Child,   pp.    122- 

147- 
Oppenheim,    N.     Why    Children    Lie.     Pop.    Sci.    Mo.,    47 : 

382-387. 
Osborn,    F.     W.     Ethical     Content    of     Children's     Minds. 

Educa.  Rev.,  8:  143-146. 
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Taught  in  Schools?     Forum,  14:673-685. 
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Patton,  F.  L.    Moral  Instruction  in  the  Public  Schools.     No. 

Am.  Rev.,   137:99-117. 
Peaslee,  John  B.    Moral  and  Literary  Training  in  the  Public 

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292. 
Price,  L.  V.     Moral  Education,  16:  1-7. 
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Roark,  R.   N.     Psychology  of   Education,  pp.    148-154,  219- 

228. 
Rogers,  Jas.  F.     Physical  and  Moral  Training.     Ped.  Sem., 

16:301-304. 
Russell,   Wm.   Moral   Education.     Am.  Jour.   Ed.,  9 :  19-48. 
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Sisson,   Edw.    O.    The    Essentials   of    Character.     Contains 

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MORAL  AND  RELIGIOUS  TRAINING  201 

69.  Starbuck,  Edwin  D.     A   Study  of   Conversion.     Am.   Jour. 

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70.  Starbuck,  Edzvin   D.     Some   Aspects   of   Religious   Growth. 

Am.  Jour,  of  Psych.,  9:70-124. 

71.  Stoner,  Mrs.  Winifred  S.     Natural  Education,  pp.  218-244. 

72.  Street,   J.    R.     A    Study    in    Moral    Education.     Ped.    Sem., 

5 :  5-40. 

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Mo.,  29 :  29-33. 

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Religious  Education,  4  :  348-352. 

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178. 

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80.  Woods,  F.  A.     City   Boys   Versus   Country    Boys.     Science 

n.  s.,  29:577-579. 


CHAPTER    XXXIII* 

THE  MUSIC  SENSE  OF  CHILDREN   AND  ITS 
CULTIVATION 

Music  is  preeminently  the  language  of  the  soul — 
and  an  expression  of  the  emotions.  In  its  best  and 
most  exalted  state,  it  elevates  man's  soul  to  an  ideal 
state  of  being.  This  is  particularly  true  of  the  one 
who  creates  art. 

The  instinct  of  the  child,  as  early  as  he  can  make 
the  climb,  is  to  get  up  and  drum  on  the  keys  of  the 
piano.  This  tendency  is  strongly  marked  even  in  the 
crawling  stage,  where  it  is  necessary  to  cling  with  one 
hand  to  the  bench,  while  playing  with  the  other. 
Smaller  children  generally  need  to  be  shut  out  of  the 
parlor  while  the  practice  is  being  done.  Frequently. 
a  child  of  three  or  four  years  of  age  will  sit  very  quietly 
during  the  entire  lesson  period  of  the  older  brother  or 
sister. 

Preyer's  child  was  quieted  by  music  at  the  age  of  six 
weeks.  Preyer  also  observed  rhythm  at  the  age  of 
eighteen  months. 

If  the  observing  student  will  attend  any  afternoon 

*At  the  suggestion  of  the  author  of  the  Essentials  of  Child 
Study,  chapter  XXXIII  on  The  Music  Sense  of  Children  and  Its 
Cultivation  was  added  by  Miss  Rose  Yont,  Ph.  D.,  author  of 
■'The  Status  and  Value  of  Music  in  Education."  America  has 
not  kept  pace  with  Europe  in  the  cultivation  and  appreciation 
of  music,  and  less  attention  has  been  given  to  the  subject  in 
public  education.  The  fault  is  not  in  the  subject  nor  in  the 
people  but  in  the  unpedagogical  teaching.  There  is  at  present 
a  growing  Interest  in  public  school  music  that  promises  better 
things.  Music  is  so  vital  in  the  civilization  of  a  people  that 
It  seemed  appropriate  to  add  a  chapter  on  the  subject  to  the 
Essentials  of  Child  Study.  No  one  seemed  more  fitting,  in 
interest,  scholarship,  and  teaching  experience,  to  prepare  such 
a   chapter  than   T)v.   Rose   Yont. 

202 


THE  MUSIC  SENSE  OF  CHILDREN'  203 

band    concert    in    an    open    park    where    children    are 

present  in  lar^e  numbers,  he  will  notice  many  instances 
of  the  beating  of  rhythm  by  very  small  children. 

The  mother's  lullaby  soothes  the  child  when  all  else 
fails.  The  tinkle  of  the  rattle  causes  every  muscle  t<j 
become  tense  with  lively  interest.  The  distant  notes 
of  the  band  draw  the  small  boy  with  a  peculiar  mes- 
meric power. 

A'lusic  is  the  universal  language  which  needs  no 
translation  and  which  makes  the  same  appeal  to  all 
races. 

G.  Stanle}-  Hall  says  music,  in  its  broadest  sense,  is 
the  most  liberal,  most  humanistic  of  all  studies,  not 
even  excepting  literature.  It  is  the  language  of  the 
emotions,  and  these  constitute  three-fourths  of  life.  It 
is  the  best  and  truest  of  all  expressions,  especially  if 
with  singing  we  consider  gesture,  mimesis  and  dra- 
matic action,  which  arose  w^ith  it.  Music  is  the  expres- 
sion of  this  antique,  half  buried  racial  soul.  Music 
compels  every  mood  in  the  gamut  of  human  experi- 
ence, and  gives  a  sense  of  exhilarating  freedom,  as  if 
we  lived  in  a  world  where  nothing  is  impossible. 

Shopenhauer  says  music  is  the  last  word  of  the 
highest  philosophy. 

German  aestheticians  say  music  expresses  all  the 
cosmic  emotions. 

Tolstoy  says  art  is  an  activity  arising  even  in  the 
animal  kingdom,  and  springs  from  sex  life  and  the 
propensity  to  play.  It  is  accompanied  by  a  pleasurable 
excitement  of  the  nervous  system.  The  lower  animals 
expend  all  energy  in  life  and  race  maintenance.  In 
man,  a  surplus  is  left.  This  is  used  in  play,  which 
passes  over  into  forms  of  art. 

The  source  of  real  art  is  the  artist's  need  to  express 


204  THE  ESSENTIALS  OF  CHILD  STUDY 

an  inner  accumulated  emotion  or  feeling.  To  produce 
real  art,  a  man  must  stand  on  the  highest  life  concep- 
tion of  his  time,  must  experience  the  feeling,  must 
have  the  power  to  transmit  and  a  deep  love  for  his  art. 

It  is  impossible  to  teach  art.  It  is  only  possible  to 
furnish  the  environment.  If  appropriate,  an  emotional 
combustion  takes  place,  the  soul  yields  itself  to  this 
higher  life,  and  art  begins.  Thus  the  individual  re- 
serves all  right  to  absorb  or  reject  the  material  at 
hand. 

No  other  art  is  changing  so  fast,  or  showing  such 
bold,  new  departures,  or  making  more  progress  in  get- 
ting close  to  life  than  is  music.  Nor  in  any  other  art 
does  the  teaching  lag  so  far  behind  what  it  should  and 
could  do  for  the  development  of  the  individual.  Young 
children  do  not  feel  it,  as  a  rule.  School  music  should 
palpitate  with  emotional  life.  Even  psychologists  are 
realizing  that  feelings  are  vaster  than  the  intellect  or 
will,  and  are  more  important  for  the  sake  of  health 
and  sanity. 

Miss  Hofer  (N.  E.  A.,  1900,  pp.  397-402)  says  self- 
activity,  spontaneity,  self-expression  and  the  play 
spirit  must  be  the  watch  word  in  music.  The  native 
impulses  must  be  respected. 

E.  L.  Morton  (The  Selection  of  School  Songs,  "Ele- 
mentary School  Teacher,"  1904,  5 :  148-158)  says 
music  must  conform  to  the  actual  present  interests  of 
the  child,  and  to  the  potential  adult.  The  best  songs 
are  those  in  which  the  most  are  interested,  and  whose 
effects  last  longest.  Early  songs  should  be  simple, 
with  a  bright  tempo,  and  closely  related  to  life. 

It  is  hard  for  children  to  feel  music  without  move- 
ment, so  dancing  is  necessary  at  some  stage  of  the 


THE  MUSIC  SENSE  OF  CHILDREX  205 

music  education ;  and  by  this  we  also  draw  out  the 
immense  reservoir  of  motor  tendency. 

The  story  should  precede  the  song,  and  all  should 
be  set  in  imagination,  romance  and  poetry.  The  child 
should  never  play  or  sing  what  he  does  not  feel,  or 
cannot  experience.  The  first  accessory  to  a  musical 
education  should  be  mythology,  especially  (jf  the 
cycles  that  have  made  so  many  of  the  great  musical 
dramas.  Wagner  only  suggested  the  possibilities  along 
this  line. 

G.  Stanley  Hall  says:  "Break  the  iron  law  which 
puts  Tonic  Sol  Ta  in  the  kindergarten,  staiT.  scale  and 
intervals  in  the  grades,  and  liarniony.  counterpoint, 
orchestration  and  instrumentation  in  the  University 
ahead  of  a  wide  acquaintance  and  appreciation  of  mas- 
terpieces. Too  much  technic  and  too  little  early  fa- 
miliarity with  music  is  the  letter  that  kills." 

The  earliest  instrumental  lessons  show  a  love  for 
bright,  melodious  pieces,  with  distinct  rhythm,  and 
strong  desire  for  words  to  the  music,  in  the  years  from 
four  or  five  to  six  or  eight. 

The  average  instrumental  teacher  concentrates  upon 
note  reading  and  a  corresponding  finger  precision.  This 
leaves  the  child  to  master  the  following  principles 
simultaneously:  Two  clefs  to  read,  a  corresponding 
placement  upon  some  instrument,  varying  rhythms, 
usually  audible  counting,  correct  hand  [)osition.  loose 
arm  muscles,  and,  if  piano,  the  pedal  must  be  attended 
to.  Hall  says  the  child  who  dislikes  the  typical  music 
lesson  is  to  be  admired  and  respected. 

Instinctively  the  child  feels  right  or  wrong  condi- 
tions and  will  respond  with  interest,  enthusiasm  and 
rapid   advance,   if   the   approach   is   truly  pedagogical. 

For  all  practical  purposes,  all  people  may  be  said  to 


206  THE  ESSENTIALS  OF  CHILD  STUDY 

be  musical  if  normal.  However,  the  best  talent  may 
be  deflected  by  wrong  pedagogy. 

Give  a  child  a  short,  bright  phrase  that  can  be  played 
in  rapid  sequences,  and  be  will  execute  it  with  muscu- 
lar freedom,  with  ease,  and.  in  four  or  five  weeks,  will 
reach  a  high  degree  of  finger  velocity,  with  great  fas- 
cination for  this  dexterity.  (live  the  identical  sequence 
on  the  printed  page,  unknown  to  the  child,  and  he  will 
read  painfully,  at  a  snail's  pace,  with  cramped  muscular 
conditions.  Follow  the  latter  method  up  with  endless 
books  of  mechanical  exercises,  and  a  muscular  condi- 
tion is  reached  which  is  hard  to  uproot.  The  advanced 
symptoms  are  inability  to  ])crform  technically,  but  with 
good  mental  concept,  accompanied  by  muscular  fa- 
tigue, sometimes  rheumatic  conditions.  Such  a  state  is 
generally  recognized  by  the  instructor,  but  with  no 
ability  to  ofifer  a  solution.  The  last  resort  is  parental 
abuse  to  enforce  practice. 

The  same  application  in  the  school  song  period  leads 
to  cramped  throat  muscles,  sharp  voices  and  bad  voice 
placement.  The  child's  voice  is  naturally  placed  in 
the  normal  condition,  and  needs  only  to  be  preserved 
in  the  natural  state. 

Notation,  which  is  hard  at  any  stage,  came  late  in 
the  development  of  the  race,  and  hence  should  not  be 
prematurely  presented.  When  the  learning  process  is 
reduced  to  a  minimum,  even  the  young  child  of  four  or 
five  years  can  reckon  by  position  if  he  once  for  all  gets 
a  starting  point  firmly  located.  If  music  is  a  language, 
why  teach  the  notes  at  all,  if  we  no  longer  learn  the 
alphabet?  Notation  need  not  enter  in  to  the  process 
of  musical  education. 


THE  MUSIC  SENSE  OF  CHILDREN  207 


SUGGESTIONS  FOR  PRACTICE 

In  teaching  the  child,  let  liini  become  the  composer 
at  once.  For  example,  start  on  middle  C  for  a  begin- 
ning, and  go  up  one  octave  to  the  next  C  above,  where 
the  voice  naturally  falls  at  rest  on  the  key  note.  Since 
it  is  a  rising  scale,  take  "kite"  for  a  subject,  and  use 
these  words:  "Vp  went  my  kite  into  the  air."  We 
have  a  song.  Xow  reverse  the  scale  and  descend  from 
the  high  C.  Since  leaves  fall  let  us  change  the  words 
to:  "All  the  brown  leaves  came  tumbling  down."  Any 
child  will  do  this  readily,  and  we  have  at  once  the  full 
fledged  emotional  life,  with  a  strong  impetus  toward 
creative  instinct  and  initiative.  Many  short  phrases, 
such  as  "Sing,  birdie,  sing."  "spring  has  come."  come 
readily  to  the  child's  mind.  Without  rules  of  harmony, 
the  free  and  easy  comjwsition  is  natural  and  easily 
acquired.  This  in  turn  suggests  instrumental  per- 
formance as  a  means  of  more  ex])ression.  Ijy  careful 
direction,  the  child  can  soon  work  out  his  own  orches- 
tration, and  score  his  own  parts.  In  this  way,  school 
music  can  easily  become  the  original  product  of  the 
school  children. 

Musical  games,  musical  contests,  and  musical 
themes,  all  furnish  great  inspiration,  while  the  various 
mechanical  players  afford  abvmdant  opportunity  to 
exhaust  the  realm  of  musical  classics,  even  to  grand 
opera  and  symphony. 

Beautiful  song  has  been  conceived  by  artistic  souls 
who  knew  not  a  single  note,  but  had  felt  the  divine 
spark  of  genius.  On  the  other  hand,  the  modern  com- 
position has  evolved  from  the  student  fully  equipped 
with  a  course  of  harmony,  counterpoint  and  orchestra- 
tion.    I^hus  we  have  the  two  extremes  todav.     As  a 


2m  THE  ESSENTIALS  OF  CHILD  STUDY 

result,  the  soul  turns  with  an  unsatisfied  longing,  back 
to  the  simple  beauty  and  dignity  of  the  old  folk  song, 
the  singular  expression  of  the  common  people,  living 
the  life  of  homely  duty. 

One  is  the  music  of  the  intellect;  the  other  is  a 
creation  of  the  emotions,  and  as  such  has  a  place 
deeply  entrenched  in  the  hearts  of  all. 

The  transition  period  is  at  hand  when  music  is 
struggling  for  its  very  existence.  Its  need  is  felt  as 
never  before,  and  the  adjustment  is  very  rapid,  very 
irrational  at  times,  and  very  unstable  at  present. 

The  future  music,  if  it  is  to  be  a  national  expres- 
sion, will  not  be  the  exclusive  feelings  or  an  expression 
of  human  satiety,  interesting  only  to  those  of  like  per- 
sonality, but  the  development  of  emotions  common  to 
all  mankind.  Art  is  not  a  pleasure ;  it  is  a  great  matter, 
an  organic  part  of  human  life,  transmitting  man's  rea- 
sonable perceptions  with  higher  values  and  ideals. 

The  future  music  must  express  sound  feeling  which 
can  only  be  engendered  when  man  is  living  on  all  sides 
the  life  natural  and  proper  to  his  kind.  No  position 
is  more  injurious  to  artistic  expression  than  an  exist- 
ence of  security  and  luxur3^  The  latter  type  leads  a 
life  of  consumption  and  of  destruction,  the  former  one 
of  active  and  real  productivity. 

QUESTIONS 

Of  what  value  is  music  in  educational  lines?  Is  its 
value  unique,  and  if  so,  in  what  way?  Why  is  it  of 
more  value  at  the  present  time  than  it  has  been  in  the 
past? 

If  our  present  methods  of  teaching  music  are  non- 
pedagogical,  what  is  the  difficulty  and  how  might  they 
be  improved? 


THE  MUSIC  SENSE  OF  CHILDREN  20i» 

Music  is  sometimes  spoken  of  as  the  triple  art  or 
of  threefold  value.     Can  you  sec  why  this  is  so? 

If  you  had  the  responsibility  of  directing  a  child's 
musical  training,  how  would  you  set  about  it? 

What  seems  to  be  the  essential  points  in  music 
teaching? 

What  modern  tendency  in  life  shows  the  lack  of 
musical  training? 

Do  you  see  any  reason  why  a  musical  training  should 
unfit  a  man  for  business  life.     If  so,  explain. 

What  is  the  tendency  of  exclusive  musical  training? 
Of  exclusive  scholastic  study. 

What  is  the  serious  danger  of  music  study  outside 
of  school  as  at  present?     Do  you  see  a  remedy? 

REFERENCES 
Educational 

1.  *Hall,   G.   Stanley.     Educational   Problems,   Chapter   3 — The 

Pedagogy  of  Music — pp.  91-135. 

2.  *HaU,  G.  Stanley.     Adolescence.     See  index,  Vol.  2. 

Psychological 

3.  *Bartholomew,  Edward  F.    Relation  of  Psychology  to  Music. 

Introduction  and  Chaps.,  1-8. 

4.  *Davies,  Henry.    Art  in  Education  and  Life.    Chaps,  i,  2,  3, 

4,  6,  7. 

5.  *Hirn.    The  Origin  of  Art.     Chaps.  2,  3,  5,  6,  7,  8,  10,  11,  12, 

14,  17,  18,  20. 

6.  *Stumpf,  Carl.     The   Psychology  of  Tone — The  Degrees  of 

Tonal  Fusion  from  the  Classical  Psychologists. 

7.  *Tolstoy,  Leo.    What  is  Art?    From  the  Russian. 

8.  Wundt,  Wilhelm.     Outlines  of  Psychology — Complete  Feel- 

ing, P-  175- 
14 


210  rHK  ESSENTIALS  Ul"  CHILD  STUD^' 


Musical 

a  ^Bntan,  Halhert  Haines      The  Philosophy  of  Mn"i)r      Chapfi. 

I.  4,  S.  8.  p. 
lo.  *Ciddings,  T.  P.     School  Music  Teaching, 
u.  *Tombard.  Levis.     The  Art  Melodious.     Chaps,    i.  2.  34,  36. 

Periodicals 

1.  American  Journal  of   Psychology. 

a.  "Muscle  Sense  in  Singing" 1887 — ^'  -^5 

b.  "Morbid     Psychology — Musical     Expres- 

sion"     1888-8Q  :  ^  75,  347 

c.  "Report  of  Experimental  Test  of  Musical  Ex- 

pressiveness"   1891       :  558 

d.  "Primitive   Music" 1893-95 :  459 

e.  "Music  and  Psycho — Physiology" (895-96 :  440 

f.  "A  Musical   Experiment" 1897-98 :  63 

g.  "Distraction  of   Musical    Sounds ;    EfTects  of 

Pitch  upon  Attention" 1897-98 :    332 

h.  "Contribution  to  a  Psychological   Ther)ry  of 

Music"  1900-01  :    609 

i.  "Experimental   Studies  in   the    Psychology   of 

Music"    1903      :    192 

2.  Journal  of  Educational  Psychology.  June,  1910. 
"Training  the  Voice  by  the  ."Md  of  the  Eye  in 

Singing." 

3.  Psychological  Monograph,  July  2,  1914. 

"The    Tonoscope"     (C    E.     Seashore,    Uni.    of 
Iowa). 

4.  Psychological  Review,  Vol.  5 1898      :    463 

"Music     Imagery"      (Dr.     Robert     Macdougal. 

Western  Reserve  Uni.). 
"Elements  of  Psychology,  Theory  of  Melody".  .  1900      :    241 

5.  Music  Teachers'  National  Association. 

a.  "Music  in  College  and   Secondary   Schools'".  1906  70 

b.  "Music  Credits  in  Secondary  Schools" 1906  76 

c.  "The    Movement    for    the    Advancement    of 

Music  in  Secondary  Schools" 1907  69 

d.  "The  Aims  of  Courses  in  Grammar  Schools".  1907      :    n8 
f.  "Exigencies    and    Possibilities    of    Secondary 

Music   Education"    1008      :    14^ 


THE  ^[ITSIC  SENSE  OE  CHILDREX  211 


g.  "Report  of  Committee  on  Public  Schooh".   1908  :    165 

h    "Chorus  Work  in  High  School" IQ08  170 

i.  "Social  Music   in   Indianapolis" 1908  180 

j.  "A  High   School   Music  Course" 1008  :    187 

k.  "A  Conclusion  Drawn  from  Inquiry  Into  the 
Status  of  Music  Education  in  Secondary 

Schools,   Colleges  and  Universities'' ic)o8  :    191 

I.  "The   Emphasis  in  Instruction" 1Q09  :    126 

m.  "Report  of   Public  School  Conference" 1909  141 

n.  "The  Musicianship  of  the  Grade  Teacher" ..  1909  :    144 

o.  "The    High   School  Curriculum" 1909  :    151 

p.  "Music  in  the  Home  and   Its  Bearing  Upon 

the  Training  of  the  Grade  Teacher'' 1910  :    157 

q.    'The  Grade  Teacher's  Relation  to   Music  in 

the  Public  Schools'' 1910  :    164 

r.  "State  Certification  of  Teacher^" 1910  :    174 

s.  "The   Reconciliation   of    Art   and    Science    in 

"Vocal  Teaching"  191 1  :    181 

t.  "Specific  Musical  Education  in  the  Grades'.  .  1911  :    204 

u.  "High    School    Music'' 19x1  :    211 

V.  "Report  Concerning  Present  Status  of  Music 
in    High    Schools   of   New   England.    New 

York  and  New  Jersey". 191 1  :    217 

w.  "Music    in    Cincinnati" 1913-  :       7 

X.  "Municipal  Music  in  New  York  City" 1913-  :      16 

y.  "Music  as  a  Factor  in  Social  Uplift" 1913  :      25 

z.  "The  Need  of  Correlation  Between  the  Pri- 
vate     and      the      Public      School      Music 

Teacher"    191,^  :      154 

.\.  "The  Language  Method  in  Teaching  Appre- 
ciation"     1913  :    i6t 

B.  "An  Unsuspected   Popular  Instinct   for  Mu- 

sical Education"   1913  :    179 

C.  "The  Standardization  of  Music  Teaching". .  1913  :    219 
National  Educational  Association 

a.  "Music  in  the   High  School" 1908  :    844 

h.  "Music  in  the   Schools   from   ilic   Standpoint 

of  the   Superintendent" 1908  :    840 

0.  "Music  on  an  Accredited  Basis" 1909  :    696 

d.  "Modern  Psycholog}-  and  Music  Stud\  ' 1900  :    687 


212  THE  ESSENTIALS  OF  CHILD  STUDY 

e.  'Boston  the  Cradle  of  Public  School  Music 

in  America" iqio  :  7jt 

f .  "The  Automatic  Players  in  Schools" igio  :  808 

g.  "High    School    Orchestras" 1910  :  815 

h.  "Some  of  the  Defects  of  Music  Instruction 

in  the  Schools" 1910       :    822 

i.  "Public   School  Music  in  Relation  to   Music 

of  the  Community" 191 1       :    790 

j.  "The   Opportunity  and  the  ResponsibiHty  of 

Normal  Schools  in  Public  School  Music".  191 1      :   822 
k.  "A  Presentation  of  the  High  School  Course 
Adopted  by  the   Music   Supervisors'   Na- 
tional Conference"  1912      :  1004 

7.  Pedagogical  Seminary,  Vol.  15. 

"The    Psychology'    of   Music   and    the    Light    It 

Throws  on  Musical  Education" 1903      :    358 

8.  Education,  Vol.  28,  June,  1908. 

"The  Worth  of  Music  in  Education" 1908  :  646 

Q.     Outlook. 

"Music  in  New  York  City" Vol.    88 — 1908  63 

"Music  and  East  Side  Children".  ..  .Vol.     88 — 1908  :  427 

"The  Music  Layman" Vol.     90 — 1908  :  494 

"Music  and  City  Children" Vol.    97 — 1911  :  483 

"Music  School  Settlement" Vol.    98 — 191 1  :  233 

"The  Wisconsin  Idea  of  Music" Vol.  105 — 1913  :  509 

10.  World  Today. 

"Pop-Concerts  in  Chicago" Vol.     18 — 1910      :   360 

Doctors'  Theses 

1 1 .  "Variation  in  Pitch  Discrimination  with  the  Tonal  Range." 

University  of  Iowa.     T.  F.  Vance. 

12.  "The  Effect  of  Training  in    Pitch  Discrimination."     F.   O. 

Smith. 

13.  "Accuracy   of   the   Voice   in    Simple    Pitch    Singing."     Uni- 

versity of  Nebraska.     W.  R.  Miles. 

14.  "Status  and  Value  of  Music  in  Education."    Rose  Yont. 

"Music  in  the  Public  Schools."     Part  i,  pp.  5-73. 
"Private    Music    Study    in    Lincoln    Schools,    and    in 

Nebraska,"  pp.  245-266. 
"System  of  Incorporating  Music  Study  in  the  Public 

Schools,"  pp.  299-315. 


INDEX 

Page 

Aesthetic  Feelings   109 

Arising  from  music 112 

Affection    112,  1 18-122 

Affection  between  individuals  of  opposite  sexes..  116 

Age   differences    120 

Age  of  first  attachment 118 

Effect  on  individual    118 

Effect  on  studies   119 

Effect  on   conduct 119 

Effect  on  other  friendships 119 

Overt  acts  or  tokens  of 122 

Qualities  that  attracted 121 

Study  of  affection 118 

Anger    99-108 

Accompanying  feelings   105 

Accompanying  symptoms  103 

After  feelings   106 

Best  treatment  of 106 

Early  indications  of 100 

Effect  of  control  on 105 

Frequency  of  outbursts 106 

Loss   of  self   control 104 

Length  of  outbursts 105 

Modification  of  senses 103 

Motor  impulses  and  actions  under 104 

Questions  for  gathering  data  on 102 

Summary  of  study  made  of 103 

Association:    Early  signs  of 125 

21s 


2U  INDEX 

Page 

Breathing  at  Birth 26 

Bibliography,  General  References 7-i i 

Brain  Growth 36 

Child  at  Birth 26-29 

Brain    26,36 

Care  of  26 

Height   30 

Mental  condition    26 

Nervous  system   26,  36 

Organic   sensation    75 

Physical   condition    26,  30 

Reflex   functions    26 

Weight    30 

ChUd  Study  15-2S,  185-190 

Beginning  of   ^5 

Different  authorities   on I5 

Importance  and  value  of 21 

Methods  of  185-190 

Individual     186 

Laboratory    187 

Observational    ^°S 

Questionaire    i"5 

Nature  of   ^5 

Scope  of   ^S 

Children's  Interests  179-184 

Books  and  stories 180 

Change  of   ^79 

Racial  interests    ^79 

Studies  made   on ^80 

Color  Discrimination    49-53 

Color  blindness    49 

Early  perception  of  color 49 

Observations  on 50 

Conceptions,  the  Child's i45 

Crying    *55 

In  the  new  born ^55 

Outline  for  study  of 17^ 


INDEX  215 

Page 

Curiosity    97 

Indications  of   fiS 

Influence  in  the  child's  development 98 

Drawings  of  Children 165-169 

Method   for  study  of 167 

Three  stages  of 166 

Emotions    75-123 

Eye    41-57 

Accommodation   of  pupil 41 

Adjustment  to  light 41 

F'ixation    of    • 45 

Movement  of   41.  4^ 

Sensitiveness  to  light 41.  42 

Fatigue    I9i-i95 

Laws  of.  in  relation  to  schoolroom 192 

Methods  of  testing 192 

Fears    76-95 

Age  when  most  prominent 94 

After  effects   93 

Aids  in  dispelling 93 

Conditions  accentuating    93 

Effect  of   77 

Evaluation  of  childish  fears 71 

Animals    80,  89 

Dark    «3,  89 

Falling    83.  90 

Natural   phenomena    90 

Other  objects    9' 

Unusual   sounds    78 

Influence  of  a   neurotic   person 11 

Plans  for  study  of 61-62.  78-87 

Persisting  fears    93 

Quotations  showing  sources  of  fear  in  children.  78 

Racial  fears   77 

Results  of  an  introspective  study  of 87 

SvTnptoms  ot    •  **-' 


216  INDEX 

Page 

Feeling 75-123 

Aesthetic   109,  110-114 

Affection     109,  112 

Anger    99-108 

Curiosity    97 

Emotion    75 

Fear  76-95 

Jealousy    115-117 

Pleasure    i lo-i 14 

Sex  feeling 1 16-122 

Surprise    96 

Sympathy    no,  114 

Growth  of  the  Child 30-35 

Average    30 

Dependent  on  race 31 

Dependent  on  class 31 

Dependent  on  localities 31 

Difference  between  boys  and  girls 30 

Periods  of    31 

Hearing  58-63 

Beginning  of  localization 60 

Defects  in  61 

Sensitiveness  to  sound 58 

Ideas  of  Self 149 

Beginnings  of  I49 

Use  of  pronouns 150 

Imagination   137-141 

Constructive    138 

Importance  of   I37 

Passive   I37 

Records  on  139-141 

Uncreative    I37 

Imitation    i35,  i57-i6o 

Record  of  iS7-i6o 

Intelligence    124 

Beginning  of  126 

Intelligent  association   127 

Jealousy,  Indications  of nS 

Judgment    i4S 


INDEX       ^ 

Page 

Knowing    124-151 

Language    '70-175 

Acquisition  of  words '7^ 

Babbling  period   ^70 

Beginning  of  gesture '7i 

Beginning  of  language ^7© 

Beginning  of  sound  imitation J70 

First  stage   '70 

Odd  expressions    '7^ 

Sentence  building  '7^ 

Laughing    '76-178 

Beginning  of    '7" 

Outline  for  study  of '7^ 

Value  of   '76 

Memory    ^25,  i29-i37 

Definition  of    '^5 

Earliest    '3i 

Observations  on  children 129 

Plan  for  study  of '25 

Results  obtained  from   introspection ^3^-^37 

Milk:     Human  as  compared  to  cow's 27 

Moral  Training 196-200 

Character  building  ^96 

Requisites  of  character 196 

Value  of  habit  in ^96 

Movement    I52-IS7 

Deliberate    ^56 

Expressive     '55 

Facial    '52 

] deational   '54 

Impulsive    ^52 

Imitative   ^55 

Instinctive    ^53 

Learning  to  walk ^54 

Mouth  movement    ^54 

Reflex    153 

Seizing    ^53 

Music  Sense  of  Children  and  it«  Cultivation 202-212 


218  INDEX 

Page 

Nervous  System  36-40 

At   birth    36 

Development   36 

Effect  of  work  on 37 

Growth  of    36 

Oflfice  of   37 

Periods  of  growth   of 37 

Organic   Sensations    75 

At   birth    75 

Development  of   75 

Perception  45.  124 

Beginning  of  conscious   45 

Process  of  124 

Perspective     47 

Development  of   47 

Physical  Child 30-35 

Pleasure   109 

Earliest  indications  of no 

Reasoning   145-148 

Types  of  child  reasoning 146 

Reflex  Functions:    At  birth 26,  153 

Religious  Training.     (See  Moral  Training.) 

Sensation    41-74 

Beginning  of  41 

Hearing   58-63 

Sight    41-57 

Smell    70,72 

Taste    69,71 

Touch    64-68 

Sex  Feeling.     (See  Afifection.) 

Sight  41-57 

Beginnings  of   41 

Color   49-51 

Defective  vision   54 

Observations  showing  early  sensitiveness  to  light  42 

Sleep   26,  193 

Amount  necessary  in  infancy 26 

Amount  necessary  tn  overcome  fatigue I93 


INDEX  219 

Page 

Smell    70,72 

Beginnings  of   70 

Observation  of   72 

Surprise    96 

Observations  showing  beginnings  of 96 

Relationship  to  astonishment 96 

Relationship  to  fear 96 

Sympathy     110,  1 14 

Beginnings  ot    no 

Indications  of   114 

Taste    69,  71 

Development  of   • 69 

Observations  of   71 

Response  to  69 

Touch  64-68 

Associating  visual  and  tactile  sensation 67 

Localization    64 

Observations  on  65 

Reaction  time   65 

Use  in  development 64 

Vision.     (See  Sight.) 

Weight  of  Child 30 

At  birth    30 

Normal    30 

Will    152-164 

Development  of   152 

Connection  between  movement  and  will 152 

Early  indications   of 160 


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